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![Page 1: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/1.jpg)
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.
![Page 2: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/2.jpg)
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.
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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).
![Page 4: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/4.jpg)
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
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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).
![Page 6: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/6.jpg)
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.
![Page 7: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/7.jpg)
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.
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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.
![Page 9: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/9.jpg)
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
![Page 10: Antigone Unit Plan - Wikispaces - SCSU501Projectscsu501project.wikispaces.com/file/view/Antigone+Unit+Plan.pdf · Antigone Unit Plan Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Context Intro](https://reader031.fdocuments.in/reader031/viewer/2022022500/5aa0de3d7f8b9a6c178eb97f/html5/thumbnails/10.jpg)
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:
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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:
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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:
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Theclasswillreviewproblemsassociatedwithtranslating.Studentswilleitherreviewfortheexamorbeginworkingontheiressayassignments.Thiswillbealastminutechanceforstudentstogetclarificationandtoaskquestions.
Homework:
1.PrepareforExam
Day10:Exam
DailyObjectives:
1.Studentswilldemonstrate,makesenseof,andusetheirknowledgeof Antigonebycomposingresponsestoessayquestions.
Activity:
1.Exam
Summary:
Therewillbeanexam.
Homework:
1.Studentsshouldcontinueworkingontheirpapers.
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Essay:
ChoosethecharacteryouthinkbestexemplifiesthetragicheroasdefinedbyAristotleandwriteapersuasiveessayusingyourknowledgeofAntigoneandthePoetics.Besuretouseexamplesfromthesetextswhenmakingyourargument.Thereisnorightorwronganswersolongasyoubackupyourposition,thoughchoosingacharacterliketheSentrywouldbeconsiderablyofftarget.
PartII–Turnyourpaperintoapodcast,orworkwithanotherstudentandcreateadebateonwhoisthetragicheroandwhy,orbothifyoufeelsoinclined.Ifyouchoosetodothedebatesectionconsiderworkingwithastudentwhochoseadifferenttragichero.Thiswaybothofyoucanuseyourpapersasthebackgroundforwhoyouthinkisthetragicheroandwhyandtherebyconsiderablyreducingyourworkload.Thedebatewouldworkbestinpodcastform,butcanbedoneaswrittendialog.
Note:Classtimewillbetakenduringthenextunitonpoetrysothatstudentscanworktogetherandhaveaccesstotherecordingsoftwaretomakethepodcasts.
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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–
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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
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K)Dionysia–anannualfestivaltothegodDionysuswhereplaywrightshadtheir worksacted.
‐itwasheldduringtheSpringsopeoplecouldsailthere
‐itspoliticalsignificancewasthatitaffirmedtheAtheniancitizensasa collectivedemocraticbody
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II.AntigoneShortAnswers
1.Whatdeedsetstheactionoftheplay?
2.IdentifyanddiscusstheroleofTeiresias–
3.Whatistheconflictinherentinthistragedy?
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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
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III.AntigoneEssayExam
Directions:ChooseoneofthetwotopicsfromSectionAbelowandwriteafiveparagraphessay.Makesureyouuseexamplesfromthetext,andkeytermswhenevernecessary.Youmustdoessaynumberthree.Eachofthetwoessaysshoulduseatleastoneoftheterms:hubris,hamartia,andcatharsis,inamannerthatshowswhatthewordsmean.
SectionA:
1.HowdoeshumananddivinelawfunctioninAntigone?
2.HowarethethemesoforderandcivildisobedienceportrayedinAntigone?
SectionB:
3.WhatisatragedyintheClassical/Aristoteliansense,andhowdowedefinetragedytoday?
Note:Pointswillnotbedeductedforminorpunctuationerrorssuchascommassolongasyourwritingisabletobeunderstood.
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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.
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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.
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‐CheckforUnderstanding:
Studentswilltalkaboutandidentifythepassagetheychanged,andthenreadtheirpassageoutloudandotherstudentswillcritiquewhattheydidwellandwhatcouldbeimproved.
‐Closure:Therewillbeaclassdiscussionfocusingonhowtranslatorsmakechoicesthatimpactthetranslation,andtheimplicationsofthesechoices.Whatcouldgorightorwrong?
‐IndependentPractice:Studentswillcontinuetheirrewriteofaplaypassageandpassitinattheendofclass.
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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.
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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.
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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
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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.
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“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.
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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.
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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
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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.
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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
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arealsocontainedwithinthefleshedoutdayswhereappropriateandattheendof
theunit.