Characterization Debate

Split into Teams Rules: Rules: Move calmly and quietly to your designated area Move calmly and quietly to your designated area Respect your neighbors! Respect your neighbors!

So, what’s going on? I need four people to volunteer, split into two teams and stand in two lines facing eachother. I need four people to volunteer, split into two teams and stand in two lines facing eachother. Try to speak to each other for thirty seconds asking ONLY questions, if you say anything that’s not a question you must go to the back of the line. Try to speak to each other for thirty seconds asking ONLY questions, if you say anything that’s not a question you must go to the back of the line. Ponder what it would be like if you went through life questioning everything but acting on nothing. Ponder what it would be like if you went through life questioning everything but acting on nothing.

Objectives for the day Define Characterization Define Characterization Analyze how an author uses characterization in a play. Analyze how an author uses characterization in a play.

Resolution In life, it is better to go with the flow. In life, it is better to go with the flow.

Rosencrantz and Guildenstern are Dead By Tom Stoppard Today we will be reading an excerpt from the Rosencrantz and Guildenstern are Dead. Today we will be reading an excerpt from the Rosencrantz and Guildenstern are Dead. The play, a spin off of William Shakespeare’s great play Hamlet, follows Hamlet’s two best friends, R & G, as they haphazardly and confusedly travel through life. The play, a spin off of William Shakespeare’s great play Hamlet, follows Hamlet’s two best friends, R & G, as they haphazardly and confusedly travel through life.

Debate Format “In life, it is better to go with the flow.” Affirmative 1. Speak first (60 seconds) (60 seconds) 2. Speak first (60 seconds) (60 seconds) Prep. Time for summary (60 seconds) Summary: Speak second (60 seconds) (60 seconds)Negative 1. Speak second (60 seconds) (60 seconds) 2. Speak second (60 seconds) (60 seconds) Prep. Time for summary (60 seconds) Summary: Speak first (60 seconds) (60 seconds)

Debate Rubric “In life, it is better to go with the flow.” UnsatisfactorySatisfactoryExcellent Debate Points Arguments not developed, does not answer attacks, uses no sources or uses sources incorrectly. Well-developed arguments, answers most attacks, uses some sources to back up opinions or uses sources partially incorrectly. Well-developed arguments, answers all attacks, uses sources correctly to back up opinions Participation Does not speak at all to team, does not fill out worksheet at all. Does not speak very much to team, does not fill out worksheet fully. Speaks ideas to team, either speaks during debate or follows debate fully by filling out the worksheet. Behavior Follows none of the behavior guidelines on the following slide and/or is disruptive to learning. Follows most behavior guidelines on the following slide. Follows all behavior guidelines on following slide.

Behavioral Expectations for Debate “In life, it is better to go with the flow.” For prep. time: For prep. time: Keep voices low enough so only those at your table can hear you. Keep voices low enough so only those at your table can hear you. Respect everyone’s ideas Respect everyone’s ideas Write down your debate points on the worksheet as well as the counter-points you think the opposing team may say during the debate. Write down your debate points on the worksheet as well as the counter-points you think the opposing team may say during the debate. You will be given 5 minutes to prepare. You will be given 5 minutes to prepare. During the debate: During the debate: One person may speak at a time. Address everyone as “My Friend” or “My Respected Colleague”. Each speaker will get 60 seconds to deliver their points. Before the summary round, you will be allotted 60 seconds to prepare closing arguments.

Debate Format “In life, it is better to go with the flow.” Affirmative 1. Speak first (60 seconds) (60 seconds) 2. Speak first (60 seconds) (60 seconds) Prep. Time for summary (60 seconds) Summary: Speak second (60 seconds) (60 seconds)Negative 1. Speak second (60 seconds) (60 seconds) 2. Speak second (60 seconds) (60 seconds) Prep. Time for summary (60 seconds) Summary: Speak first (60 seconds) (60 seconds)

Issues raised What have we learned so far? What have we learned so far? From the debate points? From the debate points? From the text? From the text? From the handout? From the handout?

How did the debate go? What do you think the best point the opposing team made was? What do you think the best point the opposing team made was? Was there a point that you thought they would say but didn’t? Was there a point that you thought they would say but didn’t? Who was the debate MVP? Who was the debate MVP? What could we do to make the next debate better? What could we do to make the next debate better?

Reviewing objectives Define the following terms: Characterization, Static/Dynamic Character, Antagonist/Protagonist. Define the following terms: Characterization, Static/Dynamic Character, Antagonist/Protagonist. Analyze how an author uses characterization in a play. Analyze how an author uses characterization in a play. Analyze how motifs and symbols add to the overall meaning of a play. Analyze how motifs and symbols add to the overall meaning of a play.

HOMEWORK! For the next class, I would like you all to research existentialism on the internet using Afterwards, read the full first act of Stoppard’s Rosencrantz and Guildenstern are Dead. Find three excerpts in the text that relate to the existential philosophy and write a short but fully developed paragraph analyzing why the passages are existential and how the excerpts characterize the main characters. For the next class, I would like you all to research existentialism on the internet using Afterwards, read the full first act of Stoppard’s Rosencrantz and Guildenstern are Dead. Find three excerpts in the text that relate to the existential philosophy and write a short but fully developed paragraph analyzing why the passages are existential and how the excerpts characterize the main characters. Tomorrow we will discuss how this philosophy is an important theme in the play and how it characterizes Rosencrantz and Guildenstern. So be ready to share your findings with the class! Tomorrow we will discuss how this philosophy is an important theme in the play and how it characterizes Rosencrantz and Guildenstern. So be ready to share your findings with the class!

Materials used "Existentialism." Philosophy - AllAboutPhilosophy.org. Web. 16 Sept "Existentialism." Philosophy - AllAboutPhilosophy.org. Web. 16 Sept Harmon, William. Handbook to literature. Upper Saddle River, N.J: Pearson/Prentice Hall, Print. Harmon, William. Handbook to literature. Upper Saddle River, N.J: Pearson/Prentice Hall, Print. "SparkNotes: Rosencrantz and Guildenstern Are Dead: Themes, Motifs & Symbols." SparkNotes: Today's Most Popular Study Guides. Web. 15 Sept "SparkNotes: Rosencrantz and Guildenstern Are Dead: Themes, Motifs & Symbols." SparkNotes: Today's Most Popular Study Guides. Web. 15 Sept Web. 16 Sept Web. 16 Sept