H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave”
LIST OF CONTENTS
Information Sheet
Section 1: What Task and Standards?
Teaching Task
Common Core State Standards
Reading Standards for Informational / Explanatory Tasks
Speaking and Listening Standards
Writing Standards for Informational / Explanatory Tasks
Content Standards from State or District
Speaking and Listening Rubric
Writing Rubric for Informational / Explanatory Tasks
Section 2: What Skills?
Skill Cluster Overview
Section 3: What Instruction?
Instructional Ladder
Skill Cluster 1: Preparation for Module
Skill Cluster 2: Reading Process
Skill Cluster 3: Dialogue Process
Skill Cluster 3: Transition to Writing
Skill Cluster 4: Writing Process
Materials, References and Supports
Teacher Work Section
Module Appendix
Seminar Plan
Text
Vocabulary List
Seminar
Speaking and Listening Checklist
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Information Sheet
FOR INFORMATIONAL / EXPLANATORY
Module Title
(Title should Include text title and
key ideas)
What is True and Good? – Plato’s “Allegory of the Cave”
Module Description
(Overview to state course subject,
key ideas, text, written product and
audience)
This module is designed to be taught as part of a high school
Humanities Course, specifically as part of a unit on how the
Renaissance grew out of Ancient Civilization. The key ideas in
this unit include knowledge, experience, goodness, truth, and
wisdom—all part of the ancient philosophical tradition that has
continued to shape the modern world. The seminar text for
this module is the excerpt from Plato’s The Republic commonly
known as “The Allegory of the Cave.” The written product that
students will produce as a final product is an essay that analyzes
what “The Allegory of the Cave” teaches us about the value of
an education. The initial audience is each student’s parents or
guardians, and this essay is intended to be used as a starting
point for a serious discussion between students and their
parents/guardians about their ambitions for the future.
Template Task
(The writing assignment with
blanks; include number, type, level)
Collection 2, Task 21: [Insert optional question.] After
reading __________ (literature or informational text), write a
_________ (report, essay, or substitute) in which you analyze
________ (content), providing examples to clarify your analysis.
(Informational/Explanatory/Analysis)
Teaching Task
(FIll in the blanks and be sure there
is a clear connection between the
question, task and text)
•What does Plato’s “Allegory of the Cave” teach us about
getting an education?
•After reading Plato’s “Allegory of the Cave,” write a community
newspaper article in which you analyze the allegory of the cave
as an allegory for education, providing examples to clarify your
analysis.
Big Ideas, Values
(see Ideas and Values list on page
19 in the Paideia Course Manual)
•Knowledge
•Experience
•Truth
•Wisdom
Grade(s)/Level
10
Discipline
(e.g., ELA, science, history, other?)
Humanities
Course
Humanities (or World History)
Author(s)
Laura Billings, Terry Roberts
Contact Information
•[email protected]
•[email protected]
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards?
TEACHING TASK
Teaching Task
(Before finalizing, draft your own
response to text and revise)
•What does Plato’s “Allegory of the Cave” teach us about
getting an education?
•After reading Plato’s “Allegory of the Cave,” write a
community newspaper article in which you analyze the
allegory of the cave as an allegory for education, providing
examples to clarify your analysis.
Reading Texts
(See Paideia Text Rubric on page
20 in the Paideia Course Manual for
text selection rubric; provide text
title here and include link to exact
version or whole text in Appendix)
Plato’s “Allegory of the Cave” from The Republic, excerpt from
Benjamin Jowett’s translation, from “The History Guide” at
www.historyguide.org (in Appendix)
Background to Share with Students
(Justify why it is important for
students to read and study this text)
The “Allegory of the Cave” is one of the most important
excerpts from Plato’s The Republic and applies to our lives
today. Extension
(Note the written product, the
audience and how the audience
might respond)
Student essays will become the Introductory text for each
Student Portfolio—to be re-visited throughout the year as a
first attempt to define the value of an education. In addition,
students will share their essays with their parents and/or
guardians and participate in a semi-formal discussion with
parents/guardians about their educational ambitions.Students’
writing should be published locally for the school/community
audience. National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Reading Standards vary by module type.
READING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Reading Standards
“When Appropriate”
Reading Standards
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole.
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
6. Assess how point of view or purpose shapes the
content and style of a text.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
10. Read and comprehend complex literary
and informational texts independently and
proficiently.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Speaking and Listening Standards are the same for all three module types.
SPEAKING AND LISTENING STANDARDS
for ALL MODULE TYPES
“Built-in”
Speaking and Listening Standards
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
“When Appropriate”
Speaking and Listening Standards
2. Integrate and evaluate information presented
in diverse media and formats, including visually,
quantitatively, and orally.
4. Present information, findings, and supporting
3. Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric.
evidence such that listeners can follow the line
of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or appropriate.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Writing Standards vary by module type.
WRITING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Writing Standards
“When Appropriate”
Writing Standards
2. Write informational/explanatory texts to examine 1. Write arguments to support claims in an analysis
and convey complex ideas and information
of substantive topics or texts, using valid
clearly and accurately through the effective
reasoning and relevant and sufficient evidence.
selection, organization, and analysis of content.
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
10. Write routinely over extended time frames (time 8. Gather relevant information from multiple print
and digital sources, assess the credibility and
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
accuracy of each source, and integrate the
range of tasks, purposes, and audience.
information while avoiding plagiarism.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
CONTENT STANDARDS from STATE OR DISTRICT
Standards Source:
NUMBER
CONTENT STANDARDS
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC
This is the same for all three module types.
SCORING
ELEMENTS
Approaches Expectations
/Meets Expectations
Not Yet
1
1.5
2
2.5
Adanced
3
Attention
•Does not look at the
person speaking.
•Occasionally turns
and talks to person
sitting nearby while
another person is
speaking.
•Looks at the person
speaking during most of
the discussion.
•Rarely talks while another
is speaking.
•Looks at the person
speaking during the
discussion.
•Does not talk while
another is speaking.
Engagement
•Does not take notes
related to the ideas
being discussed.
•Occasionally takes notes
related to the ideas
being discussed.
•Gives way to another as
a way of sharing the talk
time.
•Consistently takes
notes related to
the ideas being
discussed.
•Gives way to another
as a way of sharing
the talk time.
Articulation
•Makes barely audible
statements.
•Makes clear and accurate
statements; generally
speaks at appropriate
pace, volume; uses
relevant vocabulary and
grammar.
•Makes clear and
accurate statements;
consistently speaks
at appropriate
pace, volume; uses
relevant vocabulary
and grammar.
Explanation
•Makes simple,
somewhat unrelated
or repetitive points/
statements.
•Provides points/
statements about
the discussion topic
noting details related
to sequence, category,
purpose, or point of view.
•Provides insight
related to fallacies
within the text; tests
assumptions and
explores inferences.
•Refers to the text
or another relevant
source.
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC (continued)
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations /
Meets Expectations
1.5
2
2.5
Adanced
3
Expansion
•Draws conclusions
based on a single
perspective.
•Refers to the text or
another relevant source.
•Illuminates relevance;
Notes positive/
negative implications
•Acknowledges
difference in own
perspectives—
before and now.
•Adds to previous
statement by
offering a more
global/ holistic
interpretation.
Connection
•Does not ask
questions.
•Does not refer to
what else has been
said.
•Considers another
point of view and
acknowledges personal
bias.
•Asks authentic questions.
•Paraphrases what else
has been said.
•Refers to another
facet of an idea or
another’s comment.
•Considers multiple
points of view and
acknowledges
personal bias.
•Asks authentic,
thought-provoking,
open-ended
questions.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS
Writing Rubrics vary by module type.
SCORING
ELEMENTS
Not Yet
1
1.5
2
2.5
Focus
•Attempts to address prompt, but
lacks focus or is off-task.
•Addresses prompt appropriately
but with a weak or uneven focus.
Controlling
Idea
•Attempts to establish a controlling
idea, but lacks a clear purpose.
•Establishes a controlling idea with
a general purpose.
Reaading/
Research
•Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt.
•Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Development
•Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy.
•Presents appropriate details to
support the focus and controlling
idea.
Organization
•Attempts to organize ideas, but
lacks control of structure.
•Uses an appropriate organizational
structure to address the specific
requirements of the prompt,
with some lapses in coherence or
awkward use of the organizational
structure.
Conventions
•Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics.
•Sources are used without citation.
•Demonstrates an uneven
command of standard English
conventions and cohesion.
•Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
•Inconsistently cites sources.
Content
Understanding
•Attempts to include disciplinary
content in explanations, but
understanding of content is weak.
•Content is irrelevant,
inappropriate, or inaccurate.
•Briefly notes disciplinary content
relevant to the prompt.
•Shows basic or uneven
understanding of content.
•Minor errors in explanation.
Approaches Expectations
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)
Meets Expectations
3
Advanced
3.5
4
•Addresses prompt appropriately and maintains
a clear, steady focus.
•Addresses all aspects of prompt appropriately
and maintains a strongly developed focus.
•Establishes a controlling idea with a clear
purpose maintained throughout the response.
•Establishes a strong controlling idea with a clear
purpose maintained throughout the response.
•Presents information from reading materials
relevant to the prompt with accuracy and
sufficient detail.
•Accurately presents information relevant to all
parts of the prompt with effective selection of
sources and details from reading materials.
•Presents appropriate and sufficient details to
support the focus and controlling idea.
•Presents thorough and detailed information to
strongly support the focus and controlling idea.
•Maintains an appropriate organizational
structure to address the specific requirements
of the prompt.
•Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by the
specific prompt.
•Demonstrates a command of standard English
conventions and cohesion, with few errors.
•Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
•Cites sources using appropriate format with only
minor errors.
•Demonstrates and maintains a well-developed
command of standard English conventions and
cohesion, with few errors.
•Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt.
•Consistently cites sources using appropriate
format.
•Accurately presents disciplinary content relevant
to the prompt with sufficient explanations that
demonstrate understanding.
•Integrates relevant and accurate disciplinary
content with thorough explanations that
demonstrate in-depth understanding.
National
Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Module Templates – Section 2: What Skills?
SKILL CLUSTER OVERVIEW
Skill
Definition
SKILL CLUSTER 1: PREPARATION FOR MODULE
Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Background Information
Ability to identify contextual information.
Inspectional Reading
Ability to identify structural components of the seminar text.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Analytical Reading
Ability to read for meaning and inferences.
SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Pre-Seminar Process
Ability to reflect on personal communication habits and select appropriate
speaking and listening goals.
Seminar
Ability to think critically and collaboratively in a group about concepts and
ideas of a text through a structured Socratic seminar or other discussion-based
strategy.
Post-Seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and
note relevant communication goals for future discussions.
SKILL CLUSTER 4: WRITING PROCESS
Note-taking
Ability to select important facts and passages for use in one’s own writing.
Initiating the Task
(Controlling Idea)
Ability to establish a controlling idea and consolidate information relevant to task.
Planning
Ability to develop a line of thought and text structure appropriate to the task type.
Initial Draft and
Development
Ability to construct an initial draft with an emerging line of thought and structure.
•Ability to explain relevant and plausible implications.
•Ability to address the credibility and origin of sources in view of your research
topic.
•Ability to identify gaps or unanswered questions.
Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Editing
Ability to proofread and format a piece to make it more effective.
Completion
Ability to submit final work that is on task.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction?
INSTRUCTIONAL LADDER
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 1: PREPARING FOR THE TASK
Day 1
Task Analysis
•Ability to
understand
and explain the
task’s prompt
and rubric.
Bullets
•In your own words,
what are the important
features of a good
response to this prompt?
•No scoring
•Share examples of types of
essays students will produce.
–http://www.ehow.com/
how_5962052_analyzeallegory-literature.html
•Review key features of
examples.
•Add to the classroom list.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Days
1-2
Background
Information
•Ability to
identify
contextual
information.
Notes
•Take notes on timeline
and world map about
Plato and Socrates.
•Complete
and accurate
background
information
is noted.
•Share with students either
via short lecture, power
point, video, or reading.
•Plato was a student of
Socrates and wrote of
lessons in a dialogue format.
Discuss dialogue and essays
as ways of communicating.
•Note that Plato was writing
in 500 BC; Ancient Greece.
Days
2-3
Inspectional
Reading
•Ability to
identify
structural
components
of the seminar
text.
Labeling Text &
Paraphrase
•Label parts of the text by
numbering the talk turns
in the text (1-76).
•Note who is speaking
most and statements vs
questions.
•Structural
features of
the text are
visible and
clear.
•Distribute copy of the
printed text.
•Have students label talk
turns and note patterns of
text/dialogue.
•Read the first 50 talk turns
aloud with students.
Days
2-3
Essential
Vocabulary
•Ability to
identify and
master terms
essential to
understanding
a text.
Vocabulary List
•In your notebook, list
words and phrases
essential to the texts.
•Add definitions, and
(if appropriate) notes
on connotation in this
context.
•Lists
appropriate
phrases.
•Provides
accurate
definitions.
•Post vocabulary lists and
assign student teams to
locate definitions.
•Have students share and
take notes to support
understanding of all words.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
Days
4-5
Analytical Reading
•Ability to read
for meaning and
inferences.
Notes
•With your reading
team, complete the
dialogue.
•While comparing
ideas with your
team mates, sketch
the three most vivid
scenes you imagine
in the text.
•Captures key
ideas of text in
writing.
•Assign reading teams to
complete the text.
•Encourage students to read
through a second time.
•Direct students to make
sketch of the three most vivid
scenes in the text.
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)
Day 6
Pre-Seminar
Process
•Ability to reflect
on personal
communication
habits and select
appropriate
speaking and
listening goals.
Self-Assessment
•Based on the
list of speaking
and listening
behaviors, note
in writing a goal
for your personal
participation in the
upcoming dialogue.
See Appendix.
National Paideia Center, 2013 | www.paideia.org
•Chooses
appropriate
individual
process goal
based on
past seminar
performance.
•PLEASE use the Seminar
Plan/Seminar Process Script
in Appendix along with the
Speaking and Listening
Checklist.
•Teacher should identify a
collection of appropriate
speaking and listening goals
for the group.
•Students select what they
will work on individually
and note it in writing on the
Seminar Process Assessment
sheet included in the Module
Appendix.
•The group participation goal
is discussed and posted
where all can see.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR) (continued)
Day 6
Seminar
•Ability to think
critically and
collaboratively
in a group
about concepts
and ideas of a
text through
a structured
Paideia seminar.
•Participate in the
Seminar and focus
on your goals.
•No scoring
•PLEASE use the Seminar Plan
in Appendix.
Day 6
Post-Seminar
•Ability to
self-assess on
speaking and
listening skills
practiced in the
seminar and
note relevant
communication
goals for future
discussions.
Self-Assessment
•Reflect back on
your participation
goal, then finish
filling out the
Speaking and
Listening Checklist;
write a short
reflective work
on your seminar
performance in
detail.
•Answers task by
filling in form
completely.
•Writes in detail
about seminar
participation.
•PLEASE use the Seminar
Plan/Seminar Process Script
in Appendix.
•Have a few representative
students share their goal for
speaking and listening and
their performance.
•Likewise, may ask the entire
class to reflect on the entire
dialogue process, i.e. the
group effort.
•In whatever format is
preferred, both individual
and group reflections should
be archived for reference at
the beginning of the next
Seminar.
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3 – TRANSITION TO WRITING
Day 7
Capturing Ideas
from Discussion
•Ability to capture
in writing the
ideas (and words
used to name
and discuss ideas)
from the seminar
discussion.
Short Response
•No scoring
•In a quick write, note
your first reaction to the
task prompt.
•Add some notes of
things you know about
this issue.
•After re-examining
the prompt, note
everything that you
heard, said, or thought
during the seminar that
is related to the task.
(Do not worry about
grammar, punctuation,
or spelling at this point.)
•Link this task
to earlier class
content.
•Discuss student
responses.
•Clarify timetable
and support plans
for the task.
SKILL CLUSTER 4 – WRITING PROCESS
Days
7-8
Note-taking
•Ability to select
important facts
and passages for
use in one’s own
writing.
Notes
•From each text, make a
list of the elements that
look most important for
answering the prompt.
Do what you need to
do to avoid plagiarism.
National Paideia Center, 2013 | www.paideia.org
•Identifies relevant
elements.
•Includes information
to support accurate
citation (for example,
page numbers for
a long text, clear
indication when
quoting directly.)
•Coach note taking.
•Check that early
student work is
in the assigned
format (or in
another format
that gathers the
needed information
effectively).
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Days
8-9
Initiating the Task
(Controlling Idea)
•Ability to
establish a claim
and consolidate
information
relevant to task.
Opening Paragraph
•Write an opening
paragraph that includes
a controlling idea and
sequences the key points
you plan to make in your
composition.
•Writes a concise
summary statement
or draft opening.
•Provides direct
answer to
main prompt
requirements.
•Establishes a
controlling idea.
•Identifies key
points that support
development of
argument.
•Revisit examples of
opening paragraphs.
•Review what makes
them strong or weak.
•Review the list that
students created
earlier to identify
needed elements.
Day 10
Planning
•Ability to
develop a line
of thought and
text structure
appropriate to
the task type.
Outline/Organizer
•Create an outline
based on your notes
and reading in which
you state your claim,
sequence your points,
and note your supporting
evidence.
•Creates an outline
or organizer.
•Supports
controlling idea.
•Uses evidence from
texts read earlier.
•Coach students in
making outlines or
organizers.
•Invite students to
generate questions
in pairs about how
the format works,
and then take and
answer questions.
Day 11
Inital Draft and
Development
•Ability to
construct an
initial draft with
an emerging
line of thought
and structure.
Draft
•Write an initial draft
complete with opening,
development, and
closing; insert and cite
textual evidence.
•Address the credibility
and origin of sources in
view of your research
topic.
•Identify gaps or
unanswered questions.
•Provides complete
draft with all parts.
•Supports the
opening in the
later sections with
evidence and
citations.
•Encourage students
to re-read prompt
partway through
writing, to check that
they are on-track.
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Day 12
Revision
•Ability to refine
text, including
line of thought,
language usage,
and tone as
appropriate to
audience and
purpose.
Multiple Drafts
•Refine composition’s
analysis, logic, and
organization of
ideas/points.
•Use textual evidence
carefully, with
accurate citations.
•Decide what to
include and what not
to include.
•Provides complete
draft with all parts.
•Supports the
opening in the
later sections with
evidence and
citations.
•Improves earlier
edition.
•Give useful feedback
that balances support
for strengths and clarity
about weaknesses.
•Assign students to
provide each other with
feedback on those issues.
Day 13
Editing
•Ability to
proofread and
format a piece
to make it more
effective.
Correct Draft
•Revise draft to have
sound spelling,
capitalization,
punctuation, and
grammar.
•Adjust formatting as
needed to provide
clear, appealing text.
•Provides draft free
from distracting
surface errors.
•Uses format that
supports purpose.
•Briefly review selected
skills that many students
need to improve.
•Teach a short list of
proofreading marks.
•Assign students to
proofread each other’s
texts a second time.
Day 14
Completion
•Ability to submit
final piece
that meets
expectations.
Final Work
•Demonstrates that
•Turn in your
composition is on
complete set of
task and ready for
drafts, plus the final
evaluation.
version of your piece.
National Paideia Center, 2013 | www.paideia.org
•Celebrate!
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Materials, References, and Supports
FOR TEACHERS
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.
Adler, Mortimer. How to Speak and How to Listen.
Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.
National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy.
New York: Eye on Education.
FOR STUDENTS
Dictionary: http://www.merriam-webster.com/
Timeline: http://www.tiki-toki.com/
World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Teacher Work Section
Added Thoughts About Teaching This Module
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
seminar plan for:
What is True and Good? –
“Allegory of the Cave”
Ideas: Knowledge, Experience, Truth,
Wisdom
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave”
PLATO
The following selection is taken from the Benjamin Jowett translation (Vintage, 1991), pp.
253-261. Reprinted here for the sole purpose of this Paideia Seminar “The History Guide”
at www.history guide.org.)
[Socrates] “And now,” I said, “let me show in
a figure how far our nature is enlightened or
unenlightened: --Behold! Human beings living in
an underground cave, which has a mouth open
towards the light and reaching all along the cave;
here they have been from their childhood, and
have their legs and necks chained so that they
cannot move, and can only see before them, being
prevented by the chains from turning round their
heads. Above and behind them a fire is blazing at
a distance, and between the fire and the prisoners
there is a raised way; and you will see, if you look,
a low wall built along the way, like the screen which
marionette players have in front of them, over
which they show the puppets.”
[Glaucon] “You have shown me a strange image,
and they are strange prisoners.”
[Glaucon] “I see.”
[Glaucon] “Yes,” he said.
[Socrates] “And do you see,” I said, “men passing
along the wall carrying all sorts of vessels, and
statues and figures of animals made of wood and
stone and various materials, which appear over the
wall? Some of them are talking, others silent.”
[Socrates] “And if they were able to converse with
one another, would they not suppose that they
were naming what was actually before them?”
National Paideia Center, 2013 | www.paideia.org
[Socrates] “Like ourselves,” I replied; “and they see
only their own shadows, or the shadows of one
another, which the fire throws on the opposite wall
of the cave?”
[Glaucon] “True,” he said; “how could they see
anything but the shadows if they were never
allowed to move their heads?”
[Socrates] “And of the objects which are being
carried in like manner they would only see the
shadows?”
[Glaucon] “Very true.”
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p2)
[Socrates] “And suppose further that the prison had
an echo which came from the other side, would
they not be sure to fancy when one of the passersby spoke that the voice which they heard came
from the passing shadow?”
[Glaucon] “No question,” he replied.
[Socrates] “To them,” I said, “the truth would be
literally nothing but the shadows of the images.”
saw are truer than the objects which are now shown
to him?”
[Glaucon] “Far truer.”
[Socrates] “And if he is compelled to look straight
at the light, will he not have a pain in his eyes which
will make him turn away to take in the objects of
vision which he can see, and which he will conceive
to be in reality clearer than the things which are
now being shown to him?”
[Glaucon] “That is certain.”
[Glaucon] “True, he will.”
[Socrates] “And now look again, and see what will
naturally follow if the prisoners are released and
disabused of their error. At first, when any of them
is liberated and compelled suddenly to stand up
and turn his neck round and walk and look towards
the light, he will suffer sharp pains; the glare will
distress him, and he will be unable to see the
realities of which in his former state he had seen
the shadows; and then conceive some one saying
to him, that what he saw before was an illusion, but
that now, when he is approaching nearer to being
and his eye is turned towards more real existence,
he has a clearer vision, -what will be his reply?
And you may further imagine that his instructor is
pointing to the objects as they pass and requiring
him to name them, -will he not be perplexed? Will
he not fancy that the shadows which he formerly
National Paideia Center, 2013 | www.paideia.org
[Socrates] “And suppose once more, that he is
reluctantly dragged up a steep and rugged ascent,
and held fast until he’s forced into the presence
of the sun himself, is he not likely to be pained
and irritated? When he approaches the light his
eyes will be dazzled, and he will not be able to see
anything at all of what are now called realities.”
[Glaucon] “Not all in a moment,” he said.
[Socrates] “He will require to grow accustomed to
the sight of the upper world. And first he will see
the shadows best, next the reflections of men and
other objects in the water, and then the objects
themselves; then he will gaze upon the light of the
moon and the stars and the spangled heaven; and
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p3)
he will see the sky and the stars by night better
than the sun or the light of the sun by day?”
[Glaucon] “Certainly.”
[Socrates] “Last of all, he will be able to see the sun,
and not mere reflections of him in the water, but
he will see him in his own proper place, and not in
another; and he will contemplate him as he is.”
[Glaucon] “Certainly.”
were quickest to observe the passing shadows and
to remark which of them went before, and which
followed after, and which were together; and who
were therefore best able to draw conclusions as
to the future, do you think that he would care for
such honors and glories, or envy the possessors of
them? Would he not say with Homer,
Better to be the poor servant of a poor master,
and to endure anything, rather than think as they
do and live after their manner?”
[Socrates] “He will then proceed to argue that this
is he who gives the season and the years, and is the
guardian of all that is in the visible world, and in a
certain way the cause of all things which he and his
fellows have been accustomed to behold?”
[Glaucon] “Yes,” he said, “I think that he would
rather suffer anything than entertain these false
notions and live in this miserable manner.”
[Glaucon] “Clearly,” he said, “he would first see the
sun and then reason about him.”
[Socrates] “Imagine once more,” I said, “such a one
coming suddenly out of the sun to be replaced in
his old situation; would he not be certain to have
his eyes full of darkness?”
[Socrates] “And when he remembered his old
habitation, and the wisdom of the cave and his
fellow-prisoners, do you not suppose that he would
felicitate himself on the change, and pity them?”
[Glaucon] “Certainly, he would.”
[Socrates] “And if they were in the habit of
conferring honors among themselves on those who
National Paideia Center, 2013 | www.paideia.org
[Glaucon] “To be sure,” he said.
[Socrates] “And if there were a contest, and he had
to compete in measuring the shadows with the
prisoners who had never moved out of the cave,
while his sight was still weak, and before his eyes
had become steady (and the time which would be
needed to acquire this new habit of sight might
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p4)
be very considerable) would he not be ridiculous?
Men would say of him that up he went and down
he came without his eyes; and that it was better not
even to think of ascending; and if any one tried to
loose another and lead him up to the light, let them
only catch the offender, and they would put him to
death.”
[Glaucon] “No question,” he said.
[Socrates] “This entire allegory,” I said, “you
may now append, dear Glaucon, to the previous
argument; the prison-house is the world of sight,
the light of the fire is the sun, and you will not
misapprehend me if you interpret the journey
upwards to be the ascent of the soul into the
intellectual world according to my poor belief,
which, at your desire, I have expressed whether
rightly or wrongly God knows. But, whether true or
false, my opinion is that in the world of knowledge
the idea of good appears last of all, and is seen
only with an effort; and, when seen, is also inferred
to be the universal author of all things beautiful
and right, parent of light and of the lord of light
in this visible world, and the immediate source of
reason and truth in the intellectual; and that this is
the power upon which he who would act rationally,
either in public or private life must have his eye
fixed.”
National Paideia Center, 2013 | www.paideia.org
[Glaucon] “I agree,” he said, “as far as I am able to
understand you.”
[Socrates] “Moreover,” I said, “you must not
wonder that those who attain to this beatific vision
are unwilling to descend to human affairs; for their
souls are ever hastening into the upper world
where they desire to dwell; which desire of theirs is
very natural, if our allegory may be trusted.”
[Glaucon] “Yes, very natural.”
[Socrates] “And is there anything surprising in one
who passes from divine contemplations to the evil
state of man, misbehaving himself in a ridiculous
manner; if, while his eyes are blinking and before
he has become accustomed to the surrounding
darkness, he is compelled to fight in courts of
law, or in other places, about the images or the
shadows of images of justice, and is endeavoring to
meet the conceptions of those who have never yet
seen absolute justice?”
[Glaucon] “Anything but surprising,” he replied.
[Socrates] “Any one who has common sense will
remember that the bewilderments of the eyes are
of two kinds, and arise from two causes, either
from coming out of the light or from going into the
light, which is true of the mind’s eye, quite as much
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p5)
as of the bodily eye; and he who remembers this
when he sees any one whose vision is perplexed
and weak, will not be too ready to laugh; he will
first ask whether that soul of man has come out of
the brighter light, and is unable to see because
unaccustomed to the dark, or having turned from
darkness to the day is dazzled by excess of light.
And he will count the one happy in his condition
and state of being, and he will pity the other; or, if
he have a mind to laugh at the soul which comes
from below into the light, there will be more reason
in this than in the laugh which greets him who
returns from above out of the light into the cave.”
[Glaucon] “That,” he said, “is a very just
distinction.”
[Socrates] “But then, if I am right, certain professors
of education must be wrong when they say that
they can put a knowledge into the soul which was
not there before, like sight into blind eyes.”
[Glaucon] “They undoubtedly say this,” he replied.
[Socrates] “Whereas, our argument shows that the
power and capacity of learning exists in the soul
already; and that just as the eye was unable to turn
from darkness to light without the whole body, so
too the instrument of knowledge can only by the
movement of the whole soul be turned from the
National Paideia Center, 2013 | www.paideia.org
world of becoming into that of being, and learn by
degrees to endure the sight of being, and of the
brightest and best of being, or in other words, of
the good.”
[Glaucon] “Very true.”
[Socrates] “And must there not be some art which
will effect conversion in the easiest and quickest
manner; not implanting the faculty of sight, for that
exists already, but has been turned in the wrong
direction, and is looking away from the truth?”
[Glaucon] “Yes,” he said, “such an art may be
presumed.”
[Socrates] “And whereas the other so-called virtues
of the soul seem to be akin to bodily qualities,
for even when they are not originally innate they
can be implanted later by habit and exercise, the
of wisdom more than anything else contains a
divine element which always remains, and by this
conversion is rendered useful and profitable; or, on
the other hand, hurtful and useless. Did you never
observe the narrow intelligence flashing from the
keen eye of a clever rogue --how eager he is, how
clearly his paltry soul sees the way to his end; he is
the reverse of blind, but his keen eyesight is forced
into the service of evil, and he is mischievous in
proportion to his cleverness.”
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p6)
[Glaucon] “Very true,” he said.
[Socrates] “But what if there had been a
circumcision of such natures in the days of their
youth; and they had been severed from those
sensual pleasures, such as eating and drinking,
which, like leaden weights, were attached to them
at their birth, and which drag them down and turn
the vision of their souls upon the things that are
below --if, I say, they had been released from these
impediments and turned in the opposite direction,
the very same faculty in them would have seen
the truth as keenly as they see what their eyes are
turned to now.”
[Socrates] “Then,” I said, “the business of us who
are the founders of the State will be to compel the
best minds to attain that knowledge which we have
already shown to be the greatest of all-they must
continue to ascend until they arrive at the good;
but when they have ascended and seen enough we
must not allow them to do as they do now.”
[Glaucon] “What do you mean?”
[Socrates] “I mean that they remain in the upper
world: but this must not be allowed; they must be
made to descend again among the prisoners in
the cave, and partake of their labors and honors,
whether they are worth having or not.”
[Glaucon] “Very likely.”
[Socrates] “Yes,” I said; “and there is another thing
which is likely or rather a necessary inference from
what has preceded, that neither the uneducated
and uninformed of the truth, nor yet those who
never make an end of their education, will be able
ministers of State; not the former, because they
have no single aim of duty which is the rule of
all their actions, private as well as public; nor the
latter, because they will not act at all except upon
compulsion, fancying that they are already dwelling
apart in the islands of the blest.”
[Glaucon] “Very true,” he replied.
National Paideia Center, 2013 | www.paideia.org
[Glaucon] “But is not this unjust?” he said; “ought
we to give them a worse life, when they might have
a better?”
[Socrates] “You have again forgotten, my friend,”
I said, “the intention of the legislator, who did not
aim at making any one class in the State happy
above the rest; the happiness was to be in the
whole State, and he held the citizens together by
persuasion and necessity, making them benefactors
of the State, and therefore benefactors of one
another; to this end he created them, not to please
themselves, but to be his instruments in binding up
the State.”
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p7)
[Glaucon] “True,” he said, “I had forgotten.”
[Socrates] “Observe, Glaucon, that there will be no
injustice in compelling our philosophers to have
a care and providence of others; we shall explain
to them that in other States, men of their class are
not obliged to share in the toils of politics: and this
is reasonable, for they grow up at their own sweet
will, and the government would rather not have
them. Being self-taught, they cannot be expected
to show any gratitude for a culture which they have
never received. But we have brought you into the
world to be rulers of the hive, kings of yourselves
and of the other citizens, and have educated you
far better and more perfectly than they have been
educated, and you are better able to share in the
double duty. Wherefore each of you, when his turn
comes, must go down to the general underground
abode, and get the habit of seeing in the dark.
When you have acquired the habit, you will see
ten thousand times better than the inhabitants
of the cave, and you will know what the several
images are, and what they represent, because
you have seen the beautiful and just and good in
their truth. And thus our State which is also yours
will be a reality, and not a dream only, and will be
administered in a spirit unlike that of other States,
in which men fight with one another about shadows
only and are distracted in the struggle for power,
which in their eyes is a great good. Whereas the
National Paideia Center, 2013 | www.paideia.org
truth is that the State in which the rulers are most
reluctant to govern is always the best and most
quietly governed, and the State in which they are
most eager, the worst.”
[Glaucon] “Quite true,” he replied.
[Socrates] “And will our pupils, when they hear this,
refuse to take their turn at the toils of State, when
they are allowed to spend the greater part of their
time with one another in the heavenly light?”
[Glaucon] “Impossible,” he answered; “for they
are just men, and the commands which we impose
upon them are just; there can be no doubt that
every one of them will take office as a stern
necessity, and not after the fashion of our present
rulers of State.”
[Socrates] “Yes, my friend,” I said; “and there lies
the point. You must contrive for your future rulers
another and a better life than that of a ruler, and
then you may have a well-ordered State; for only
in the State which offers this, will they rule who
are truly rich, not in silver and gold, but in virtue
and wisdom, which are the true blessings of life.
Whereas if they go to the administration of public
affairs, poor and hungering after their own private
advantage, thinking that hence they are to snatch
the chief good, order there can never be; for they
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
“The Allegory of the Cave” (p8)
will be fighting about office, and the civil and
domestic broils which thus arise will be the ruin of
the rulers themselves and of the whole State.”
[Glaucon] “Most true,” he replied.
[Socrates] “And the only life which looks down
upon the life of political ambition is that of true
philosophy. Do you know of any other?”
[Glaucon] “They are the men, and I will choose
them,” he replied.
[Socrates] “And now shall we consider in what way
such guardians will be produced, and how they are
to be brought from darkness to light, -- as some
are said to have ascended from the world below to
the gods?”
[Glaucon] “By all means,” he replied.
[Glaucon] “Indeed, I do not,” he said.
[Socrates] “And those who govern ought not to be
lovers of the task? For, if they are, there will be rival
lovers, and they will fight.”
[Glaucon] “No question.”
[Socrates] “Who then are those whom we shall
compel to be guardians? Surely they will be the
men who are wisest about affairs of State, and by
whom the State is best administered, and who at
the same time have other honors and another and
a better life than that of politics?”
National Paideia Center, 2013 | www.paideia.org
[Socrates] “The process,” I said, “is not the turning
over of an oyster-shell, but the turning round of
a soul passing from a day which is little better
than night to the true day of being, that is, the
ascent from below, which we affirm to be true
philosophy?”
[Glaucon] “Quite so.”
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
VOCABULARY LIST
enlightened
entertain
implanted
unenlightened
acquire
paltry
marionette
ascending
rouge
disabused
inferred
mischievous
liberated
rationally
circumcision
compelled
hastening
impediments
conceive
dwell
compulsion
dazzled
divine
providence
habitation
endeavoring
broils
felicitate
bewilderments
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
Content
BACKGROUND INFORMATION
•
Determine essential facts necessary to understand context of key text.
•
Share with students either via short lecture, power point, video, or reading.
•
Have students do additional research as appropriate.
INSPECTIONAL READING
•
See that each student has a copy of the printed text or can closely view.
•
Have students take first look at text structure.
•
Direct students to label the parts of the text for common referencing.
•
Read the text (or the first section) aloud with students.
VOCABULARY
•
Have students work with categories of words.
•
Define for them rare or contextual terms.
•
Have students define and practice using high frequency words.
ANALYTICAL READING
•
Coach students in reading the text a second and third time responding in
detail to the key ideas.
•
Provide graphic organizer for notes when appropriate.
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Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
Process
Prepare participants to participate in seminar discussion with a version of the following
script.
DEFINE SEMINAR
•
“A Paideia Seminar is a time when we talk with each other about important
ideas.”
•
“The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values in this speech of ourselves, and of each other. We
are going to work together and practice thinking about (list great ideas).”
FACILITATOR AND PARTICIPANT RESPONSIBILITIES
•
“As participants, I am asking you to think, listen, and speak candidly about
your thoughts, reactions, and ideas. You can help each other do this by using
each other’s names.”
•
“You do not need to raise your hands in order to speak; rather, the
discussion is collaborative in that you try to stay focused on the main speaker
and wait your turn to talk.”
•
“You should try to both agree and disagree in a courteous, thoughtful
manner. For example, you might say, ‘I disagree with Joanna because…,’
focusing on the ideas involved, not the individuals.”
•
“As the facilitator, I am primarily responsible for asking challenging, openended questions, and I will take a variety of notes to keep up with the talk
turns and flow of ideas. I will help move the discussion along in a productive
direction by asking follow-up questions based on my notes.”
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
PRE-SEMINAR
Process (continued)
INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING
•
“Now, think about how you usually talk in a group. How do you usually talk?”
•
“Consider this list of personal participation goals that are listed on the
board.” (OR on the Speaking and Listening Check List.)
Possibilities:
Speak at least three times
Ask a question
Look at the person speaking
Use others’ names
Agree and disagree respectfully
•
“Please choose one goal from the list and commit to achieving it during the
discussion we are about to have and write your personal goal in your name
tent.” National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
SEMINAR
Reiterate that our purpose is to discuss important ideas and values including: Knowledge,
Experience, Truth, and Wisdom. Arrange seats so that everyone can see each other’s
face.
Opening Question(s) – Identify main ideas from the text
• Choose one sentence from the text that you find most thought-provoking
and read it aloud. (round-robin response)
• Explain why you chose that sentence. (spontaneous discussion)
Core Questions – Focus/analyze textual details
• Socrates refers several times to the cave as a “prison” and the cave dwellers
as “prisoners” and then compared them to humanity in general. Why do
you think he does this?
• Is the “allegory of the cave” like the process of getting an education? hy or
why not?
• Who (refer to the text) does Socrates believe should take on the
responsibilities of leadership in the state? Why?
• What role does dialogue play in the allegory? Who is involved and what are
their roles?
Closing Question(s) – Personalize and apply the textual ideas
• Where do you see yourself (at this point in your life) in the “Allegory of the
Cave”?
• What have your learned about yourself from Socrates’ description?
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
POST-SEMINAR
Process
Assess individual and group participation in seminar discussion.
ASSESS INDIVIDUAL / GROUP GOALS
•
“Thank you for your focused and thoughtful participation in our seminar.“
•
“As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the personal
process goal you set prior to beginning the discussion. Please review the
goal you set for yourself and reflect in writing to what extent you met the
goal. In addition, note why you think you performed as you did. (Pause for
reflection.)
•
“Would several volunteers please share your self-assessment and
reflection…”
•
Note goals for next seminar:
–
“Given your performance today, please jot down what goal you might
productively set for yourself in our next seminar.”
–
“As always, our goal is continuous improvement: both as individual
seminar participants and as an evolving seminar group. Thanks again for
your participation.”
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
POST-SEMINAR
Content
UNDERSTANDING THE ASSIGNMENT
• What does Plato’s “Allegory of the Cave” teach us about getting an
education?
• After reading Plato’s “Allegory of the Cave,” write a community newspaper
article in which you analyze the allegory of the cave as an allegory for
education, providing examples to clarify your analysis.
BRAINSTORMING CONTENT
•
From each text, make a list of the elements that look most important for
answering the prompt. Do what you need to do to avoid plagiarism.
•
Note in particular quotes that you can use to illustrate your response to the
writing task.
STRUCTURING THE COMPOSITION
•
Create an outline based on your notes and reading in which you state your
claim, sequence your points, and note your supporting evidence.
•
Provide and teach one or more examples of outlines or organizers.
•
Invite students to generate questions in pairs about how the format works,
and then take and answer questions.
WRITING THE FIRST DRAFT
•
Write an initial draft complete with opening, development, and closing;
insert and cite textual evidence.
•
Address the credibility and origin of sources in view of your research topic.
•
Identify gaps or unanswered questions.
•
Encourage students to re-read prompt partway through writing, to check
that they are on-track.
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
POST-SEMINAR
Content (continued)
REVISING
•
Refine composition’s analysis, logic, and organization of ideas/points.
•
Use textual evidence carefully, with accurate citations.
•
Decide what to include and what not to include.
•
Model useful feedback that balances support for strengths and clarity about
weaknesses.
•
Assign students to provide each other with feedback on those issues
through a writer’s workshop approach.
EDITING
•
Revise draft to have sound spelling, capitalization, punctuation and grammar.
•
Adjust formatting as needed to provide clear, appealing text.
•
Briefly review selected skills that many students need to improve.
•
Teach a short list of proofreading marks.
•
Assign students to proofread each other’s texts a second time.
PUBLISHING THE FINAL COPY
•
Turn in your complete set of drafts, plus the final version of your work.
•Celebrate!
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 1
Module 2 - What is True and Good? - “Allegory of
the Cave” (continued)
Speaking and Listening Checklist
Before Seminar
Select (underline or circle from left column) one or two skills that you will focus on during
this seminar.
After Seminar
Self-assess your participation in this Paideia Seminar by circling the number you would
rate yourself.
0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.
PAIDEIA SEMINAR SELF-ASSESSMENT
SKILLS
Attention
SPECIFIC SKILL
•I look at the person speaking during the discussion.
•I do not talk while another is speaking.
RATING
0
1
2
3
4
5
•I give way to others as a way of sharing the talk time.
0
1
2
3
4
5
Articulation
•I make clear and accurate statements.
•I speak at appropriate pace & volume.
•I use relevant vocabulary and grammar.
0
1
2
3
4
5
Explanation
(Justification)
•I provide insight about the discussion topic.
•I refer to the text or another relevant source.
0
1
2
3
4
5
Expansion
•I consider another point of view.
•I add to a previous statement by offering a more
global/holistic interpretation.
0
1
2
3
4
5
Connection
•I refer to another comment.
•I consider multiple points of view.
•I ask thought-provoking, open-ended questions.
0
1
2
3
4
5
Engagement •I take notes related to the ideas being discussed.
To summarize, I feel my participation in seminar today was:___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
National Paideia Center, 2013 | www.paideia.org
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