Antigone Unit Plan - Wikispaces -...

DavidVrooman

Antigone Unit Plan

Week 1 Day 1 Day 2 Day 3 Day 4 Day 5

Context Intro & History Lesson/Dramatic Structure

Homework:

1. Students will read pages 23-24, 69-70, and 125 of The Theban Legend.

2. Vocab list

3. 2 Qs and comments

(2+3 are ongoing)

Summary of Theban Trilogy up to “Antigone” and Aristotle’s “Poetics”

Double-Entry Journals

Homework:

Students will read Antigone, pages 126-132 (up to the Sentry’s entrance).

Initial Discussion of the Play Text

Homework:

Students will read pages 132- 142 (up to the Chorus).

Major Themes and Characters

Hemingway short story “HLWE”

Homework:

Students will read pages 142-152 (up to Teiresias’s entrance).

Differences in Translation

Homework:

Students will read pages 152-157 (up to “Enter Messenger”).

Week 2 Day 6 Day 7 Day 8 Day 9 Day 10

The Prophet

Homework:

Students will read pages 157-162, and finish the play.

The Tragedy

Homework:

1 Students will write their introductory paragraph as to who they think the tragic hero is and why.

Going Over Key Terms and Themes from the Play in Preparation for the Exam

Homework:

Review for Exam

More Review and Essay Assignment

Homework:

Prepare for Exam

Exam

Homework:

Students should continue working on their papers.

OverarchingEssentialQuestions:

1.Howdothethemesinmythologiesfromthepaststillapplytoday?

EssentialUnitQuestions:

1.HowdoeshumananddivinelawfunctioninAntigone,andhowdoesitrelatetoyourlife?

2.WhatisatragedyintheClassical/Aristoteliansense,andhowdowedefinetragedytoday?

3.Whois/arethetragicfigure(s)inAntigoneandwhy?

STATESTANDARDS(CONNECTICUTCOMMONCOREOFTEACHING):

I.Composing,Responding,andInterpreting

Englishlanguageartsteachersusetheirknowledgeofthewayspeoplebuildunderstandingsthroughreadingandwriting,speakingandlistening,viewingandacting,whentheydesigninstruction,interpretstudentperformanceandevaluatetheirteachingtohelpstudentsreachunderstandings.

II.Writing

Englishlanguageartsteachershelpstudentsconsiderthemanyelementswhichinfluenceawritingprocess–amongthemthewriter’spurposeandaudience,modelsinthegenre,andconventionsofstandardwrittenEnglish–andworkthroughthesteps,whicharepartofacomplexcomposingprocess.

III.ReadingLiterature

Englishlanguageartsteachershelpstudentsrespondtoavarietyoftexts,ideas,perspectivesandstylesastheystudyliteratureandexpandtheirknowledgeofthemselvesandtheworld.

IV.ReadingforInformation

Englishlanguageartsteachershelpstudentsdevelop,recognize,andexpandtheirreadingstrategiesandadjustthemtosuitthepurpose,task,andtext.

V.LanguageStudy

Englishlanguageartsteachershelpstudentsunderstandthenatureoflanguage,applytheconventionsofstandardEnglishlanguageinoralandwrittencommunications,andadapttheiruseoflanguagetomeettheneedsofdifferentsituations.

VI.MaterialsforInstruction

Englishlanguageartsteachersselectandcreatematerialsbasedoninstructionalpurpose,literarymerit,impactofthemedium,parametersofthecurriculum,andstudents’developmentalneeds.

VII.KnowledgeofStudents

Englishlanguageartsteachersusetheirknowledgeofthedevelopment,backgrounds,interests,andabilities,whichinfluencestudents’thinking,learning,anduseoflanguagetomakedecisions.

VIII.TeachingStrategies

Englishlanguageartsteachersuseavarietyofteachingstrategiestoguidestudentsindevelopingliteracy,criticalthinking,andproblem‐solvingabilities.

IX.Curriculum

Englishlanguageartsteachershelpstudentsdevelopconceptsandskillsthatmakethembetterabletorespond,interpret,andcomposewithincreasingdegreesofcontrolandresponsibilityfortheirownlearning.

X.Environment

Englishlanguageartsteachersmaintainenvironmentsthatprovidestudentswithopportunitiestoworktogethertobuildunderstandingsastheyprovideexperienceswithlanguagesimilartothosetheymayencounteroutsidetheclassroom.

Note:Standardsarenotednexttoeachobjective(I‐X).

DailySchedule:

Day1:ContextIntro,History,&DramaticStructure/ElementsofGreekTragedyLesson

Note:EachobjectivewillcorrelatetooneofthesixFacetsofUnderstandinglistedinparentheses.

DailyObjectives:

1.Studentswillbeabletoexplainwhyanunderstandingofcontextis importantwhenreading(III).

2.StudentswillbeabletoidentifySophoclesandexplainwhyhewaswriting plays(III).

3.StudentswillbeabletodifferentiatethatthoughAntigoneis chronologicallylastinacycleofthreeplays,Sophocleswroteitfirst(I).

4.StudentswillbeabletodiscussthedilemmasassociatedwithSophocles havingwrittenthesequenceofplaysoutoforder(I).

5.Studentswillbeabletodiscussthedramaticstructuresotheycanlater relateittotheplaytext(I,VIII,IX).

Activities:

1.(Perspective)Introductoryactivityfocusingontheimportanceofcontext.

2.(Perspective)PowerPointpresentationofClassicalGreeksocietyandplayfestivals.

3.(Perspective)DiscussionwillbeheldabouttheplaysOedipusRexandOedipusatColonus,andtheirrelationtoAntigone,andwhythisrelationshipissignificant.

Summary:

Classwillbeginwithanactivitydemonstratingtheimportanceofcontextandhowwithoutitapersoncaneasilybeconfused.ThiswillflowintoahistorylessonaboutClassicalGreeceinthetimeoftheplaywrightSophoclesandthefestivalshecompetedin.TheclasswillthenbeinformedabouthowplayswereoftenwrittenintrilogiesandthatthoughAntigoneislastinthetrilogy,itwaswrittenfirst,andthatthereareanachronismsinthetrilogybecauseofthis.

ThiswillleadtoalessonondramaticstructureandelementsofGreektragedy,whichwillbepartoftheframeworkofcomprehendingtheplaytext.

Resources:

1.LaptopforPowerPointpresentation

2.CopiesofTheThebanLegendforthestudentstobepassedout.

3.Indexcardsforcontextactivitywithnamesofobscurelyfamouspeople writtenonthem.

4.DramaticStructureandGreekvocabularyInspirationhandouts.

Homework:

1.Studentswillreadpages23‐24,69‐70,and125ofTheThebanLegend.

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournals.

3.Eachstudentwillwritedowntwoquestionsfromthereading

Day2:SummaryofThebanTrilogyupto“Antigone,”Aristotle’s“Poetics,”andDouble­EntryJournalsLesson

DailyObjectives:

1.StudentswillbeabletodefineanddiscusskeytermsfromAristotle’s Poetics,including,butnotlimitedto,tragedy,hubris,hamartia,andcatharsis (I,IV).

2.StudentswillcontrasttheClassicalideaoftragedywithhowthewordis usedincontemporarytimes(I,V,X).

3.Studentswilldemonstratetheyhavedonetheirhomeworkbyexplaining theeventsprecedingAntigoneinagroup/teacher‐directeddiscussion (I,VIII).

4.Studentswillbeabletodescribeadouble‐entryjournalandwillapply theirknowledgebykeepingthemwhiledoingtheirhomeworkreadings (VI,VIII).

Activities:

1.(Explanation)Therewillbeaquestionandanswersessionaboutthe readingwherestudentswillbeabletodemonstratetheyhaveinterpreted thetextandtrytopredictwhattheythinkmighthappen.

2.(Interpretation)Nextstudentswilltrytocollectivelyillustratetheevents precedingAntigonetogetherinadiscussion.

3.(Explanation)AristotleandthePoeticswillbediscussedandstudentswill begintoderivemeaningaboutwhatheistryingtoconveybyuseofkey termsandtheirrelationtothetext.

4(Application)Studentswillgothroughtheprocessofthedouble‐entry journaltofamiliarizethemwithaduringreadingstudytechnique.

Summary:

AnyquestionsaboutthetextwillbeaddressedandthenstudentswillworkingroupsandtrytopieceasmanyoftheeventsprecedingAntigonetogetherbymemory.TheclasswillthenregrouptotalkaboutAristotle’sPoeticsandthekeytermsfromit.

Homework:

1.StudentswillreadAntigone,pages126‐132(uptotheSentry’sentrance).

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournals(double‐entrystylenow)alongwiththe termsfromAristotle’sPoetics.

Day3:InitialDiscussionofthePlayText

DailyObjectives:

1.Studentswillbeabletoaskanyquestionstheyhaveaboutthereading(I).

2.Studentswillanswerseveralnon‐assessedquestionsincludingsome questionsthatasktheiropinionregardingthetextinorderforthemto comprehendwhatisexpectedoftheminreadingassignments(I,II,III).

3.StudentswilljudgewhatdrivesbothAntigoneandIsmene(I).

Activities:

1.(Self‐Knowledge)Therewillbeachanceforstudentstoaskquestions aboutthereading.

2.(Interpretation)Studentswilltrytomakesenseofwhattheyhaveread thusfarthroughseveralshort/paragraph‐lengthwritingprompts.

3.(Perspective)StudentswillsplitintopairsandanalyzewhyAntigoneacts onewayandIsmeneanother.

Summary:

Classwillstartwithaquestionandanswersessionaboutthereadingassignment.Thenstudentswillbegivenaseriesofshortanswerquestionsthattheywillhavetowriteresponsesto.Afterthewritingprompt,studentswillpairuptodiscussthedifferencesbetweenthesistersAntigoneandIsmene,whichtheywillalreadyhavewrittenaboutforoneoftheirquestions.

Homework:

1.Studentswillreadpages132‐142(uptotheChorus).

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournalsalongwiththetermsfromAristotle’sPoetics.

3.Studentswillwritetwoquestionstheyhaveandmaketwoshort commentsaboutthereading.

Day4:MajorThemesandCharactersandErnestHemingway’sshortstory“HillsLikeWhiteElephants.”

DailyObjectives:

1.StudentswillmakesenseofwhytheSentryisafraidofCreonandwhat Creonrepresents(I,III).

2.StudentswillproposeideasastowhatideasAntigoneembodies,andask whetherthesearequalitiestheyshouldembodyandwhy(I,VII).

3.Studentswillbeabletodistinguishthedifferencebetweenhumanand divinelawasitrelatestoAntigoneaswellasorderversuscivildisobedience asitrelatestotheirlives(I,III,VII).

4.Studentswillreadanddiscusstheshortstory“HillsLikeWhiteElephants” andhowadirectormightstagethestoryforafilmtogetstudentsthinking abouthowAntigonemightbestaged(I,VII,VIII).

Activities:

1.(Perspective)Theclasswillcircleuptotalkaboutthedifferences betweenCreonandAntigone.

2.(Self‐Knowledge)Studentswillindependentlywriteabouthowtheyfeel theyrelatetoCreonand/orAntigoneandwhy.

3.(Perspective)Theclasswillbesplitinhalfforanactivitythatwillhelpto shedlightontheideaofhumanversusdivinelaw,aswellastheideaoforder versuscivildisobedience.

4.(Application)Studentswillread“HillsLikeWhiteElephants”andwillput onaproductionoftheshortstoryinclass.

Summary:

ClasswillstartwithadiscussionintheroundastothedifferencesbetweenCreonandAntigone.EachstudentwillthenwriteindependentlyabouthowtheyfeeltheydoordonotrelatetoCreonand/orAntigone.Afterthesolowritingactivity,theclasswillbesplitinhalfforanactivitythatwilladdresstheideasofhumanversusdivinelawaswellasorderversuscivildisobedienceandhowthesethemesrelatetospecificcharacters.Fromhere,classwillbeginworkontheshortstoryandactingitout.

Homework:

1.Studentswillreadpages142‐152(uptoTeiresias’sentrance).

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournalsalongwiththetermsfromAristotle’sPoetics.

3.Studentswillwritetwoquestionstheyhaveandtwoshortcomments aboutthereading.

Day5:DifferencesinTranslation

DailyObjectives:

1.Studentswillbeabletocritiquehowatranslator’stranslationofaforeign textcanimpactthereader(V,VI).

2.StudentswillreadtwodifferenttranslationsofapassagefromAntigonein ordertocomparethesimilaritiesanddifferences(I,VI).

3.Studentswilladaptapassagefromtheplaysothatitisdifferentfromhow itwas,butstillresemblesthepassage(II,VI).

4.Studentswilldemonstratehowatranslatorhaschoicewhentranslating andwhatthatentails(I,VIII).

5.StudentswillreadbetweenthelinesoftheargumentbetweenCreonand Haemonandtrytopredictwhatwillhappen(I,III).

Activities:

1.(Perspective)Therewillbeadirectinstructionlectureabouttranslating andchoice.

2.(Perspective)Halftheclasswillbegivenonetranslationofaspeechfrom theplaywhiletheotherhalfwillbegivenadifferenttranslation.Onestudent willreadhis/hertranslationoutloudwhiletheotherstudentstrytofollow alongreadingtheirown.Thisactivitywillberepeatedbyastudentwiththe othertranslationsothateachstudentwillgettoseewhathappensfromboth perspectives.

3.(Application)Studentswilltakeapassagefromtheplayandrewriteitso thatitisdifferent,butstillcanbeinsertedbackintotheplayandwork.

4.(Interpretation)Studentswillthenmakesenseoftheproblems associatedwithtranslationbasedontheprioractivityinadiscussion.

5.(Application)Studentswillproposeanendingfortheplayafterdiscusses theargumentbetweenCreonandHaemon.

Summary:

Classwillstartwithashortdirect‐instructionlectureabouttranslationsandhowtranslatorsmakedecisionsthatimpacttheoutcomeofatext.Classwillthenbegiventwodifferenttranslationsofthesamepassage,whichwillbereadaloud,andtherebyelucidatetheideastalkedaboutwithinthelecture.AfterthistherewillbeadiscussionofthefatherandsonargumentbetweenCreonandHaemonrespectively.Studentswillmakeproposalsastohowtheythinktheplaymightend.

Homework:

1.Studentswillreadpages152‐157(upto“EnterMessenger”).

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournalsalongwiththetermsfromAristotle’sPoetics.

3.Studentswillwritetwoquestionstheyhaveandtwoshortcomments aboutthereading.

Resources:

1.Enoughcopiesoftwotranslationsoftheplayintroductionforeach student.

2.StudentswillneedtheirAntigonetexts.

Day6:TheProphet

DailyObjectives:

1.StudentswillevaluatetheeffecttheprophetTeiresiashasonCreon(I,II).

2.StudentswilldiscusswhethertheyfindCreon’schangeofheartbelievable whenhehasspentthemajorityoftheplayarguingthesameideaswith others.Theywillaskwhy,orwhynot,andwhatmakesTeiresias’simpact differenttoCreon(I,VII)).

3.Studentswillanalyzetheroleoftheprophetintheplayandhowhe showedCreonhismistake(I).

Activities:

1.(Explanation)Classwillstartwithaquestionandanswersessionabout thereading.

2.(Self‐Knowledge)Studentswillwriteindividuallyabouthowtheythink TeiresiasimpactedCreon,andiftheycanthinkofasituationintheirownlife

whentheyeitherheldontotheiropinionorhaditswayedandwhat happenedasaresult.

3.(Interpretation)Insmallgroups,studentswilldiscusswhethertheyfind Creon’schangeofheartbelievable,whyorwhynot.

4.(Application)Studentswillsharetheideasfromtheirsmallgroupswith theclass.

5.(Interpretation)Theirwillbeafinalclassdiscussionontheroleofthe prophet.

Summary:

Afterthequestionandanswersessionfromthereading,studentswillwriteindividuallyontheimpactoftheprophetonCreonaswellasaaboutasituationinthereownlifewheretheheldontoanideaorwereswayedandwhatresulted.TheninsmallgroupsstudentswilldiscusswhethertheyfindCreon’schangeofheartbelievable.Studentswillsharetheirsmallgroupideaswiththeclass.FinallytheclasswilldiscusswhattheythinkTeiresias’sroleisintheplay.

Homework:

1.Studentswillreadpages157‐162,andfinishtheplay.

2.Studentswilllistall,ifany,unfamiliarwordsfromthereadingintheir vocabularylistintheirjournalsalongwiththetermsfromAristotle’sPoetics.

3.Studentswillwritetwoquestionstheyhaveandtwoshortcomments aboutthereading.

Day7:TheTragedy

DailyObjectives:

1.StudentswillevaluatewhytheythinkthattheMessengertellswhat happenedtoAntigoneandHaemoninsteadofthescenewheretheydiebeing actedout(I).

2.StudentswilldescribehowCreonisilluminatedattheplay’send(I,IX).

3.Studentswillpickacharactertheythinkisthetragicheroandwillbegin backingtheirargumentupinawriting(I,II,IX).

4.Studentswilldemonstrateaninitialsenseofwhathappenedattheendof theplayandwhythroughshortanswerquiz(VI).

Activities:

1.(Interpretation)Therewillbeashort‐answerquizonwhathappenedat theendoftheplay.

2.(Explanation)TherewillbeadiscussiononwhathappenedtoCreonatthe endoftheplayspecifically.

3.(Interpretation)Studentswilldiscusswhothetragichero(es)is/areand why.

4.(Application)Therewillbeanindividualwritingsessionwherestudents willbeginarguingastowhotheythinkthetragicheroiswhetheritisan outline,anintroductoryparagraphtoanessay,oraflowchartofsomekind.

Summary:

Classwillbeginwithashort‐answerquizonthefinalreading.TheclasswillthendiscusstheendoftheplayandspecificallywhathappenedtoCreon.Thediscussionwillsegwayintoanotherdiscussionofwhothetragicheroisandwhy.Studentswillthenhavetherestoftheclasstobeginworkingonanessayaboutwhotheyfeelthetragicheroisandwhysothatindividualstudentscanbeginorganizingtheirthoughts.

Homework:

1.Studentswillwritetheirintroductoryparagraphastowhotheythinkthe tragicheroisandwhy.

2.StudentsshouldstudythekeytermsfromAristotle’sPoeticsandshould spendtimereflectingastohowtheyapplytotheplay.

Day8:GoingOverKeyTerms,Characters,andThemesfromthePlayinPreparationfortheExam

DailyObjectives:

1.Studentswillexhibitandbuildmeaningonthethemesoftheplay(I,IX).

2.StudentswillrelatethekeytermsfromthePoeticstoAntigone(I,IX).

3.Studentswillreflectontheclassicalideaoftragedyversushowstudents feelthewordisusedtoday(IX).

Activities:

1.(Explanation)Therewillbeaclassreviewsessionastowhatwillbeon theexamandadiscussionofthemajorthemesfromtheplay.

2.(Application)Aspartofthereview,studentswilltakekeytermsfromthe Poeticsandapplythemtotheplay.

3.(Application)Eachstudentwillwriteabouthows/hefeelstheword tragedyisusedtodayandwhetherthatisdifferentorsimilartoAristotle’s definition.

Summary:

Todayissetasideasareviewsessionfortheexam,whichwillreexaminethemajorthemes,keywords,andhowtheyrelatetotheplay.StudentswillalsoworkontheideaoftragedytodayandhowitrelatestoAristotle’sdefinition.

Homework:

1.ReviewforExam

Day9:MoreReviewandEssayAssignment

DailyObjectives:

1.Studentswillreviewandrevisittheproblemswithtranslationideas (II,VI).

2.Studentswillproducequestionstheyhaveleftinareviewsession(I).

3.Studentswilldecideonafewchoicesoftopicsforpapers(I,II).

Activities:

1.(Interpretation)Studentswillthenmakesenseoftheproblems associatedwithtranslationbasedontheprioractivityinadiscussion.

2.(Self‐Knowledge)Studentswillworktogetherasaclassforafinalreview sothateachstudentknowswherehe/herisatandwhatquestionstheystill have.

3.(Application)Theclasswillbegiventheiressayassignment,whichwillbe dueduringthenextunit.

Summary:

Theclasswillreviewproblemsassociatedwithtranslating.Studentswilleitherreviewfortheexamorbeginworkingontheiressayassignments.Thiswillbealastminutechanceforstudentstogetclarificationandtoaskquestions.

Homework:

1.PrepareforExam

Day10:Exam

DailyObjectives:

1.Studentswilldemonstrate,makesenseof,andusetheirknowledgeof Antigonebycomposingresponsestoessayquestions.

Activity:

1.Exam

Summary:

Therewillbeanexam.

Homework:

1.Studentsshouldcontinueworkingontheirpapers.

Essay:

ChoosethecharacteryouthinkbestexemplifiesthetragicheroasdefinedbyAristotleandwriteapersuasiveessayusingyourknowledgeofAntigoneandthePoetics.Besuretouseexamplesfromthesetextswhenmakingyourargument.Thereisnorightorwronganswersolongasyoubackupyourposition,thoughchoosingacharacterliketheSentrywouldbeconsiderablyofftarget.

PartII–Turnyourpaperintoapodcast,orworkwithanotherstudentandcreateadebateonwhoisthetragicheroandwhy,orbothifyoufeelsoinclined.Ifyouchoosetodothedebatesectionconsiderworkingwithastudentwhochoseadifferenttragichero.Thiswaybothofyoucanuseyourpapersasthebackgroundforwhoyouthinkisthetragicheroandwhyandtherebyconsiderablyreducingyourworkload.Thedebatewouldworkbestinpodcastform,butcanbedoneaswrittendialog.

Note:Classtimewillbetakenduringthenextunitonpoetrysothatstudentscanworktogetherandhaveaccesstotherecordingsoftwaretomakethepodcasts.

I.AntigoneIdentification

Choosetenofelevenandidentifythefollowingtermsandpeople(30points):

A)catharsis‐

B)poetryvs.history‐

C)chorus–

D)epicpoetry–

E)Eurydice–

F)Ismene–

G)Haemon–

H)Polyneices–

I)Thebes–

J)mimesis–

K)Dionysia–

I.AntigoneIdentification(Answers)

Choosetenofelevenandidentifythefollowingtermsandpeople:

A)catharsis–thepurgingandcleansingofanaudience’spityandfearbroughtaboutindramatoproducepleasure

B)poetryvs.history–Poetryisconcernedwitheventsthatareuniversalandcouldthereforehappentoanyonewhilehistoryisconcernedwithaspecificeventthatisnarrowinwhomiteffects

C)chorus–theexpositoryelementofdramathatexplainswhatishappening,movestheactionforward,actsasacombinedagent,andmakesomensastotheeventsthatwillstillcome.Italsomakesmoraljudgments,usuallyasagroupofcitizens

D)epicpoetry–likeHomer’sIliadandOdysseyaredifferentfromtragedyinthatitisnarrative,notscripteddialogs,whichwastoldorsungbyabardandnotacted,andtakesplaceoverawiderangeoftimeunlikedrama,whichusuallyoccurswithinatwenty‐fourhourperiod.

E)Eurydice–thewifeofCreonwhokillsherselfwhenshelearnshersonHaemonhascommittedsuicide.HerdeathaddstoCreon’ssuffering

F)Ismene–thesisterofAntigone,andthesymbolofmoderationandprudence,whoistooafraidtogoagainstCreon’sedictnottoburytheirbrother,Polyneices.SheisconsideredanappropriatecharacterbecauseawomanissupposedtobeobedientandfearfulintheancientGreekworld.

G)Haemon–isthesonofCreonwhoisbetrothedtoAntigone.Haemondefieshisfather’sedictandtriestodissuadehisfather’styrannicalprideinordertosaveAntigone.Creonisnotmoved.HaemonkillshimselfuponfindingAntigone’sdeadbodytherebybringingaboutCreon’ssuffering

H)Polyneices–thebrotherofAntigonewhowasleftunburied.HecametoThebeswithaforeignwifetotakehisrightfulplaceaskingofThebes,whichhewassupposedtosharewithhisbrotherEteoclesbyswitchingeveryyear.PolyneicesendedupleadinganattackonthesevengatesofThebeswitsevenwarriors.Theattackwasrepulsed,butthetwobrothersendedupkillingeachother.PowerthenpassedtoCreonwhodeclaredPolyneicesatraitor.

I)Thebes–isthesettingofAntigone.CreonwasmaderulerofThebesafterthetwobrothersEteoclesandPolyneiceskilledeachotherforthethronewhereOedipusandJocastahadruled.

J)mimesis–theimitationofanactionorrepresentationofreality

K)Dionysia–anannualfestivaltothegodDionysuswhereplaywrightshadtheir worksacted.

‐itwasheldduringtheSpringsopeoplecouldsailthere

‐itspoliticalsignificancewasthatitaffirmedtheAtheniancitizensasa collectivedemocraticbody

II.AntigoneShort­Answers

1.Whatdeedsetstheactionoftheplay?

2.IdentifyanddiscusstheroleofTeiresias–

3.Whatistheconflictinherentinthistragedy?

II.AntigoneShort­Answer(Answers)(30)

1.Whatdeedsetstheactionoftheplay?

Antigone’sdecisiontoburyPolyneicesbecausetdefiesCreon’sedict.

2.IdentifyanddiscusstheroleofTeiresias–TeiresiasisablindprophetwhocomestotellCreonthatheisnotsteeringtheshipofstatewell.HetellsCreontomakeamendsforwhathehasdonewrong,butCreontakesthisnewsasaninsulttohisprideandinsultsTeiresiasbysayingheisonlyoutformoney.TeiresiasisangeredandtellsCreonthathismistakeswilltwicehaunthimandbethedownfallofhimandthosehecaresabout.TeiresiaspredictswhatwillhappenwhenCreongoesinthecave.ShortlyafterTeiresiasexitsCreonrealizeshismistakeandrepents.Creondecidestosetthingsright,butheendsupbeingtoolate.

3.Whatistheconflictinherentinthistragedy?

Civilauthorityversusdivineauthority

Or

Orderversuscivildisobedience

Or

Humanlawversusdivinelaw

III.AntigoneEssayExam

Directions:ChooseoneofthetwotopicsfromSectionAbelowandwriteafiveparagraphessay.Makesureyouuseexamplesfromthetext,andkeytermswhenevernecessary.Youmustdoessaynumberthree.Eachofthetwoessaysshoulduseatleastoneoftheterms:hubris,hamartia,andcatharsis,inamannerthatshowswhatthewordsmean.

SectionA:

1.HowdoeshumananddivinelawfunctioninAntigone?

2.HowarethethemesoforderandcivildisobedienceportrayedinAntigone?

SectionB:

3.WhatisatragedyintheClassical/Aristoteliansense,andhowdowedefinetragedytoday?

Note:Pointswillnotbedeductedforminorpunctuationerrorssuchascommassolongasyourwritingisabletobeunderstood.

III.AntigoneEssayExam:TheHolisticGuidetoAssessing

Directions:ChooseoneofthetwotopicsfromSectionAbelowandwriteapersuasiveessay.Makesureyouuseexamplesfromthetext,andkeytermswhenevernecessary.Youmustdoessaynumberthree.Eachofthetwoessaysyouwriteshoulduseatleastoneoftheterms:hubris,hamartia,andcatharsis,inamannerthatshowswhatthewordsmean.

SectionA:(20points)

1.HowdoeshumananddivinelawfunctioninAntigone,andhowdothesethemesapplytothetragichero?

­Answersshouldincludewhatismeantbyhumananddivinelaw,andwhichcharactersaretheembodimentofwhichlawandwhy.

‐Ananswertothesecondpartoftheessayshouldincludeeitherhumananddivinelawandhowitbringsabouttheassociatedhero’sdownfall.

2.HowarethethemesoforderandcivildisobedienceportrayedinAntigone,andhowdothesethemesapplytothetragichero?

‐ThekeytothisessayisthewritingofacharactercontrastbetweenCreonandAntigone.

‐Thesecondpartoftheessayshould

SectionB:(20points)

3.WhatisatragedyintheClassical/Aristoteliansense,andhowdowedefinetragedytodayeithersimilarlyordifferently?ThisessayshouldbedoneinnomorethanfiveparagraphsandshouldhaveatleasttwocomparisonsbetweenClassicalandcontemporaryviewsoftragedy.

An“A”exampleanswertowhatisatragedyintheClassical/Aristoteliansensewouldbe:

‐TragedyasdefinedinAristotle’sPoeticsistheimitationofanactiontoldinapleasurableformthatisserious,hasmagnitude,iscompleteinitself,istoldinlanguagewiththepleasurableexcessofrhythmandharmony,andtakestheformofdramawithincidentsofundeservedmisfortunebroughtaboutbythehero’serrorinjudgment,hamartia,thatcleanseandpurgetheaudience/reader’semotionsofpityandfearproducingpleasure.

‐ThesecondpartwillbeopinionbasedandstudentswillgetmorepointsthemoretheycancompareorcontrasttragedytodayversusAristotle’sview.

Note:Pointswillnotbedeductedforminorpunctuationerrorssuchascommassolongasyourwritingisabletobeunderstood.

DirectInstructionPlanforAntigoneUnitDay5:

‐ObjectivesandStandards:

1.Studentswillbeabletocritiquehowatranslator’stranslationofaforeigntextcanimpactthereader(V,VI).

2.StudentswillreadtwodifferenttranslationsofapassagefromAntigoneinordertocomparethesimilaritiesanddifferences(I,VI).

3.Studentswilladaptapassagefromtheplaysothatitisdifferentfromhow itwas,butstillresemblesthepassage(II,VI).

4.Studentswilldemonstratehowatranslatorhaschoicewhentranslatingandwhatthatentails(I,VIII).

‐AnticipatorySet:

Studentswillbeeachbehandedaprintoutofthesamesetofpassagesfromtheplay.Halfoftheclasswillbegivenonetranslationofaspeechfromtheplaywhiletheotherhalfwillbegivenadifferenttranslation.Onestudentwillreadhis/hertranslationoutloudwhiletheotherstudentstrytofollowalongreadingtheirown.Thereshouldbesomeconfusionamongstthestudentsasthetextswillnotcorrespond.Thisisintentional.Thisactivitywillberepeatedbyastudentwiththeothertranslationsothateachstudentwillgettoseewhathappensfrombothperspectives.

‐Input:

Iwillilluminatewhatisgoingonandexposewhythishashappened.Iwillthentakeapassageandrewriteitsothatitisslightlydifferent,butmaintainstheintegrityofthepassage.

Note:incaseofmyabsencethesubstitutewillskipthissectionasitisnotcompletelynecessary.Studentswillbepromptedtoworkwithapartnerwiththeotherpassageandtodiscusswhatkindsofdifferencestheyseeandwhytheythinkthesedifferencesoccur.Thewillwritetheirresponsestothesequestionsdownandsubmititattheendofclass.

‐Modeling:

Studentswillthenselectadifferentpassagefromtheirbooksandalsorewriteitinsimilarfashion.

‐CheckforUnderstanding:

Studentswilltalkaboutandidentifythepassagetheychanged,andthenreadtheirpassageoutloudandotherstudentswillcritiquewhattheydidwellandwhatcouldbeimproved.

‐Closure:Therewillbeaclassdiscussionfocusingonhowtranslatorsmakechoicesthatimpactthetranslation,andtheimplicationsofthesechoices.Whatcouldgorightorwrong?

‐IndependentPractice:Studentswillcontinuetheirrewriteofaplaypassageandpassitinattheendofclass.

1.

Antigone:

Ismene,mysister,truechildofmyownmother,doyouknowanyeviloutofalltheevilsbequeathedbyOedipusthatZeuswillnotfulfillforthetwoofusinourlifetime?Thereisnothing‐‐nopain,noruin,[5]noshame,nordishonor‐‐thatIhavenotseeninyoursufferingsandmine.Andnowwhatisthisnewedictthattheysaythegeneralhasjustdecreedtoallthecity?Doyouknowanything?Haveyouheard?Ordoesitescapeyouthat[10]evilsfromourenemiesareonthemarchagainstourfriends?

Ismene:

Tomenowordofourfriends,Antigone,eitherbringingjoyorbringingpainhascomesincewetwowererobbedofourtwobrotherswhodiedinonedaybyadoubleblow.[15]AndsincetheArgivearmyhasfledduringthisnight,Ihavelearnednothingfurther,whetherbetterfortuneismine,orfurtherruin.

Antigone:

Iknewitwell,soIwastryingtobringyououtsidethecourtyardgatestothisend,thatyoualonemighthear.

Ismene:

[20]Hearwhat?Itisclearthatyouarebroodingonsomedarknews.

Antigone:

Whynot?HasnotCreondestinedourbrothers,theonetohonoredburial,theothertounburiedshame?Eteocles,theysay,withdueobservanceofrightandcustom,hehaslaidintheearth[25]forhishonoramongthedeadbelow.AsforthepoorcorpseofPolyneices,however,theysaythatanedicthasbeenpublishedtothetownsmenthatnooneshallburyhimormournhim,butinsteadleavehimunwept,unentombed,forthebirdsapleasingstore[30]astheylooktosatisfytheirhunger.Such,itissaid,istheedictthatthegoodCreonhaslaiddownforyouandforme‐‐yes,forme‐‐anditissaidthatheiscomingheretoproclaimitforthecertainknowledgeofthosewhodonotalreadyknow.Theysaythathedoesnotconductthisbusinesslightly,[35]butwhoeverperformsanyoftheserites,forhimthefateappointedisdeathbypublicstoningamongtheentirecity.Thisishowthingsstandforyou,andsoyouwillsoonshowyournature,whetheryouarenoble‐minded,orthecorruptdaughterofanobleline.

2.

Antigone:

Osister!Ismenedear,dearsisterIsmene!YouknowhowheavythehandofGodisuponus;Howwewhoareleftmustsufferforourfather,Oedipus.Thereisnopain,nosorrow,nosuffering,nodishonourWehavenotsharedtogether,youandI.Andnowthereissomethingmore.Haveyouheardthisorder,ThislatestorderthattheKinghasproclaimedtothecity?Haveyouheardhowourdearestarebeingtreatedlikeenemies?

Ismene:

Ihaveheardnothingaboutanyofthosewelove,Neithergoodnorevil–not,Imean,sincethedeathOfourtwobrothers,bothfalleninaday.TheArgivearmy,Ihear,waswithdrawnlastnight.Iknownomoretomakemesadorglad.

Antigone:

Ithoughtyoudidnot.That’swhyIbroughtyououthere,Whereweshan’tbeheard,totellyousomethingalone.

Ismene:

Whatisit,Antigone?Blacknews,Icanseealready.

Antigone:

OIsmene,whatdoyouthink?Ourtwobrothers…Creonhadgivenfuneralhonourstoone,Andnottotheother;nothingbutshameandignominy.Eteocleshasbeenburied,theytellme,instate,Withallhonourableobservancesduetothedead.ButPolynices,justasunhappilyfallen–theorderSaysheisnottobeburied,nottobemourned;Tobeleftunburied,unwept,afeastoffleshForkeen‐eyedcarrionbirds.ThenobleCreon!Itisagainstyouandmehehasmadethisorder.Yes,againstme.AndsoonhewillbeherehimselfTomakeitplaintothosethathavenotheardit,Andtoenforceit.Thisisnoidlethreat;Thepunishmentfordisobedienceisdeathbystoning.Sonowyouknow.AndnowisthetimetoshowWhetherornotyouareworthyofyourhighblood.

VocabularyLessonPlan(Day1ofunitplan)

I.Objectives:

1.StudentswillbeabletoidentifytheelementsofGustavFreytag’sDramaticStructure(I,III).

2.StudentwillviewamusicvideoinordertoidentifytheelementsofDramaticStructure(I,VI,IX)

3.StudentswillbeabletoexplaintheelementsofGreektragedy(I,III).

4.StudentswillworkinsmallgroupsandapplytheelementsofGreektragedytothesamemusicvideoasbeforeinordertodevelopdeeperappreciationforthenewvocabularywithinacontext(I,VI,IX,X).

II.Standards:

ThestandardscitedinparenthesesabovereflectthestandardswithintheConnecticutCommonCoreofTeaching.

III.AnticipatorySet:

Studentswillbetoldtheyaregoingtowatchamusicvideo,butthatbeforetheycanwatchthevideoIwillgothroughexplainingFreytag’soutlineoftheDramaticStructure,whichstudentswillhaveahandoutfor.Wewillthenwatchthevideoandtheywillbeabletodiscusswheretheythinktheysawthedifferentelementsofthedramaticstructurewithinthevideoiftheyseethematall.

IV.Input:

Studentswillalsobegivenahandoutwithterminology(vocabularywords)fromGreektragedy.Iwillgooverthetermswiththestudents,andtheywilltrytorecallthemusicvideoandiftheycanapplythesetermstoit.Ifstudentswanttheywillbeabletoviewthemusicvideoagainanddiscussit together.

V.CheckingforUnderstanding:

TherewillbeathirdhandoutincorporatingtheDramaticStructureandthestudentswillhavetoapplytheGreekterminologytoit.StudentswillworkinpairsandwatchthevideofillinginwheretheGreekterminologyfitswithintheDramaticStructure.WhetherornotthestudentsareabletofilloutthelasthandouttogetherwillrevealwhetherthehaveunderstoodnotonlythevocabularyfromGreektragedy,butalsothedramaticstructure.

VI.Materials:

Themusicvideocanbefoundathttp://www.youtube.com/watch?v=Sq3HYT4Bry4

DramaticStructure(accordingtoGustavFreytag):

Exposition–plot;Intheexposition,thebackgroundinformationthatisneededtoproperlyunderstandthestoryisprovided.Suchinformationincludestheprotagonist,theantagonist,thebasicconflict,thesetting,andsoforth.Theexpositionendswiththeincitingmoment,whichisthesingleincidentinthestory’sactionwithoutwhichtherewouldbenostory.Theincitingmomentsetstheremainderofthestoryinmotionbeginningwiththesecondact,therisingaction.

RisingAction‐Duringrisingaction,thebasicconflictiscomplicatedbytheintroductionofrelatedsecondaryconflicts,includingvariousobstaclesthatfrustratetheprotagonist’sattempttoreachtheirgoal.Secondaryconflictscanincludeadversariesoflesserimportancethanthestory’santagonist,whomayworkwiththeantagonistorseparately,byandforthemselves.

Climax(highpoint/turningpoint)‐Thethirdactisthatoftheclimax,orturningpoint,whichmarksachange,forthebetterortheworse,intheprotagonist’saffairs.Ifthestoryisacomedy,thingswillhavegonebadlyfortheprotagonistuptothispoint;now,thetide,sotospeak,willturn,andthingswillbegintogowellforhimorher.Ifthestoryisatragedy,theoppositestateofaffairswillensue,withthingsgoingfromgoodtobadfortheprotagonist.

FallingAction‐Duringthefallingaction,theconflictbetweentheprotagonistandtheantagonistunravels,withtheprotagonistwinningorlosingagainsttheantagonist.Thefallingactionmightcontainamomentoffinalsuspense,duringwhichthefinaloutcomeoftheconflictisindoubt.

DenouementorCatastrophe/Resolution‐Thecomedyendswithadénouement(aconclusion)inwhichtheprotagonistisbetteroffthanatthestory’soutset.Thetragedyendswithacatastropheinwhichtheprotagonistisworseoffthanatthebeginningofthenarrative.

ElementsofGreekTragedy

hamartia–amistake

tragicflaw–thequalityofacharacterthatbringsaboutthatperson’sdownfall

hubris–excessiveprideorarrogance;thequalityinacharacterthatmostoftenbringsabouttheirdownfallintragedy

anagnorisis–thetragichero’srecognitionofhis/hermistake

peripeteia–thereversaloffortunefromhightolow

catharsis–theemotionsofpityandfearintheaudience,whichtheplayresolves,inordertoproducepleasure.

“HillsLikeWhiteElephants”LessonPlan(Day4ofunitplan)

I.Objectives:

1.Studentswillidentifywhattheissuethemanandwomaninthestoryaretalkingaboutanddiscusswhotheythink‘won’theargument(I).

2.Studentswilldiscusshowtheythinktheywouldstagethisplayforaperformanceortobefilmed(I,VIII).

3.Studentswillexperimentwithwhattheydiscussedabouthowtheywouldperformthestorybydoinganin‐classskitoftheplay(I,VII,VIII).

4.StudentswillrelatewhattheydidtohowtheypredicttheymightstageAntigone(I,VIII).

II.Standards:

ThestandardscitedinparenthesesabovereflectthestandardswithintheConnecticutCommonCoreofTeaching.

III.AnticipatorySet:

Studentswillfirstbetoldthattheywillbeabletodosomeactingordirectingtoday.TheclasswillsilentlyreadtheErnestHemingwayshortstory“HillsLikeWhiteElephants.”Theclasswillthendiscusswhattheythinkhappenedinthebriefstoryandhowtheuseofdialogdrivestheactionofthestory.

IV.Input:

Studentswillbetoldthattheywillstagetheshortstoryinclass.Theywilldecidewhotheactorsaregoingtobeandeveryoneelsewillgettoaddtheirdirectorialinput.Theclasswilldecidewhethertheywanttoworkasonelargegrouporbesplitintosmallergroupsandhaveseveralproductions.

V.CheckingforUnderstanding:

Studentswillworkonandthenperformtheirproductioninclass.Theassessmentofthestudents’workwillbeinformalandwilltakeintoaccountparticipationandstudentinteractionwiththeshortstory.

VI.Closure:

Studentswillguidetheclosingassignmentwithananalyticaldiscussionofwhatthechallengeswereoftakingatextandtryingtomakeit‘cometolife.’TheywillalsodiscusshowtheythinkthislessonmayrelatetoAntigone.

VII.Materials:

Copiesof“HillsLikeWhiteElephants”fortheclass.

Double‐EntryJournalLessonPlan(Day2ofunitplan)

I.Objectives:

1.Studentswillbebetterabletobothorganizetheirthoughtsfromhomeworkreadingsandinterpretwhattheyhaveread(I,VI).

2.Studentswillbeabletoapplytheskillofthedouble‐entryjournaltotheirhomeworkreadingassignmentsforthesemester(VI,VIII).

3.Studentswillincreasetheirrepertoireofnotetakingskillstohelpthembecomebetterreaders(I,VI,VIII)

II.Standards:

ThestandardscitedinparenthesesabovereflectthestandardswithintheConnecticutCommonCoreofTeaching.

III.AnticipatorySet:

Insteadoftryingtohookmystudents,Iwillratherbluntlytellstudentsthatweareabouttorunthroughamethodthatwillhelpthemwiththeirreadinghomeworkassignments.

IV.Input/Modeling:

Studentswillhavethedouble‐entryjournaldemonstratedtothemsothattheycanseeanexampleofwhatoneshouldlooklike.Iwillreadaloudashortselectionfromthepreviousnight’sreadinghomeworkandstudentscanfollowalongintheirbooks.Iwilldistinguishbetweenimportantandminorideasfromthereadingandrestatetheminmyownwordsinthefirstcolumn.IwillthinkoutloudforstudentstobeabletoseehowandwhyIchosetowritewhatIdidandthenplacethatincolumntwo.

V.CheckingforUnderstanding:

Studentswillthenpracticethedouble‐entryjournalwiththeirhomeworkreadingforthatnight,whichtheywillbegininclass.

VI.ContinuedPractice:

Thisduringreadingskillwillgoalongwithhomeworkreadingassignmentsfortheremainderoftheunit.

VII.Materials:

StudentswillneedtheirAntigonetexts,apieceofpaper,andsomethingtowritewith.

SummaryofUnitPlan

TheAntigoneunitwillbeginwithahistorylessonabouthowtheater

developed,theGreekgodDionysus,someartandarchitecture,ashortbiographyof

theplaywrightSophocles,andanintroductiontotheideassurroundingtragedy.

Theideassurroundingtragedywillbegreatlyexpandeduponinanintroductory

vocabularylessononbothdramaticstructureandtheelementsofGreektragedyso

thatstudentscanseehowtheGreektermsapplyfromtheonset.Includedinthis

lessonwillbeamusicvideo,whichstudentswillbeabletoapplythedramatic

structuretheyjustlearnedandtheGreekvocabularytoimmediately.Fromthis

pointstudentswillreadthebackgroundstoryleadinguptothebeginningofthe

play,andthenbegintheplayitself.Adouble‐entryjournaltechniquewillbetaught

andusedbythestudentsforeachreadingassignmentoftheplaytext.

StudentswilltalkabouttheideasoftragedyasputforthbyAristotleinthe

Poetics,butspecialemphasiswillbeplacedonrelatedClassicalideasabouttragedy

toideasoftragedytoday.Duetothedifficultnatureofthetextitselfplentyoftime

willbedevotedtodiscussionabouttheplayandthemeaningwithin.This

discussiontimewillincludeapplyingthetermsfromthePoeticsandhowthey

manifestintheplay,asthesetermsarehighlyabstractandnotrelatingthemtothe

textwillrenderthemmeaningless.

StudentswillalsoreadaHemingwayshortstoryandthenattempttostageit

sothattheycanbegintoseewhatittakestomakeatextcometolife.Ashortday

projectontranslationwillbeincludedintheunitaswell.Thisprojectwillprovide

studentswithagraspoftheartisticandinterpretativenatureoftranslatingatext.

Thepaperwillfocusontheessentialunitquestionofwhoisthetragicheroand

why.Studentswillwriteapersuasiveessayonthesubjectandbackuptheir

opinionswithexamplesfromthetext.Theexamwillbeinthreeparts,andduetoits

lengththeidentificationand/orshortanswersectionmaypotentiallybegivenas

takehomeexamwork.

Theclassroomsettingthatthisunitwillbeusedwithinwillbea10thgrade

urbanmagnetschool.TheentireschoolcentersaroundaClassicalcurriculum

wherebystudentsarerequiredtotakeLatinandhavetheoptionoftakingancient

Greek.AgreatemphasisisalsoplacedonClassicalliteraturesuchasepicand

drama.DuetothefundamentalnatureoftheClassicalcurriculum,teachingtheplay

Antigoneina10thgradeclassroomishighlyappropriate.

Theessentialquestionsfortheunitarelistedafterthecalendarandeach

day’sobjectivesarefleshedoutwithintheunitinsteadofinthecalendar.The

reasonforthiswillbeaddressedintheunitreflection.

UnitReflection

OverallIampleasewiththeunit.Ifeeltherearemanyvaluableactivities,

whichhopefullyareeffectiveandengaging.Imanagetoincorporatereadingskills,

writing,acting,andhistoryaswellasvariousindividual,group,andclassactivities

withsomedirectinstructionwhenandwherenecessary,butnottoomuchinorder

toreflectaconstructivistapproachtoteaching.

Mylargestissuewiththecreationoftheunitisthatitissupposedtobe

designedforaten‐dayperiodwhereasIhavetwomonthsslottedforteachingthe

unitandamworkinginaseventy‐fiveminuteblockschedulingframework.

Therefore,creatingacalendarthatistendayslongonlyservedasareferencetosay

whatpartoftheunitgoeswherechronologicallyifitevenstaysinthatorderonceI

gettotheclassroom.SoIdefinitelyhadreservationsaboutplacingeverything

withintendayswhenIneedtoactuallybeginplanningfortwomonths.Thisiswhy

theunitappearstohavefartoomuchcontentcrammedintothetendayperiod.I

amnotplanningfortendayshere.AlsoIincludedtheobjectiveswithineachfleshed

outdayoftheunit.Thisisbecause:one,Iwassupposedtoforthefirstsemesterof

workingonthisunitanddecidedtocontinuedoingitthatwayinsteadoferasing;

andtwo,becauseIdecidedspendingthetimeplacingtheobjectivesintotheactual

calendarwouldlikelyprovetobealargewasteoftimeasIexpectallmannerof

changesoccurringtotheunitintheFallthatIcannotatthemomentforesee.Ifind

itvaluabletobeabletoforeseethattherearelikelygoingtobethingsIcannot

foresee.Theessentialquestionsarelistedafterthecalendar,andtheassessments

arealsocontainedwithinthefleshedoutdayswhereappropriateandattheendof

theunit.