Antigone Lesson Plan

Jordan Lewis, Lesson Plan Dr. Cherner, November 7, 2012

Antigone and the Five Paragraph Essay

Subject Area and Grade Level

World Literature, 10th grade

Fall (late October) 2012

Unit Title & Unit Goal

Unit: Ancient Tragedy

Students will be able to evaluate how the use of imagery, punctuation, and sentence structure is used to affect the plot of several works by identifying such crafts and creating a gothic short story.

Lesson Title & Instructional

Objective

Materials & Media*

Pen or Pencil –Students will be completing a guided note guide as well as an allusion sheet

Access to a computer lab with numerous computers- The allusion sheet is to be completed in the computer lab

Smart Board or Overhead projector.- I would prefer a smart board. Students will be lectured using a PowerPoint, and there are interactive aspects were students would benefit from the smartboard.

Standards 1. CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

2. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

3. CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

4. CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

5. CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

6. CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

7.

Instructional Procedures

I. ENTER: Illustrating Allusions (15-20 minutes) 1. On the first day of the unit (the day before this one) students were assigned different

http://www.corestandards.org/ELA-Literacy/W/9-10/1/d/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/e/

http://www.corestandards.org/ELA-Literacy/W/9-10/10/

http://www.corestandards.org/ELA-Literacy/L/9-10/3/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/b/


allusions and given lab time to look them up and illustrate a poster. For the next three class periods, starting on this day, students will use the warm-up time to present their posters. The allusions will be presented as they are listed on the worksheet, which is similar to the order in which the allusions appear in the story.

a. There are one hundred fill-in-the-blank questions on the worksheet, but there are only twenty-two allusions total. Students will be placed into eleven groups, which will be pre-determined by mixed ability. I will attempt to mix high and low performing students as well as gender and race groups for a wide variety of partnerships. I am doing this not only for the academic performance of the students, but also to help aid the behavioral aspects of the classroom. I would students to be able to perform well together moreover their ability to socialize.

b. Students will be given their specific two allusions, one poster, and the worksheet to complete. On day one, students will turn in the worksheet with their selected allusions answered, their poster, and an analysis of what the purpose of the allusion is in Antigone. They are to complete their given allusions (predetermined by group and indicated on the worksheet), create an illustration that best encapsulates the meaning or person in the allusion, and show how it is used and found in the text. On this day, students will be presenting for the first time, I expect the presentations to be between three and five minutes each. Their rubrics are attached to their worksheets. During each pair/trio’s presentation, the other students will fill in the blanks of the words on the presenting groups’ section of the worksheet. By the end of the four days, the twenty-two allusions will be complete.

c. Below is the worksheet given to each student on the previous day, the first page contains the rubric for the assessment:

i. The first page is the key, the second page has the rubric. This version has the groups mapped out, the version for the students only vary by having the number 1-100 spread down the pages for the blanks.


1. Kore2. Hades3. a hole in the ground4. Demeter5. the sun6. Pomegranate7. Winter8. thigh 9. Semele10. Bacchus11. Iacchus12. Evius13. Maenads

14. Eleusis15. Dionysus16 Demeter17. Persephone18. Aphrodite19. Hephaestus20. Girdle21. Dionysos22. Antiope’s23. Amphion24. Zethus25. Twelve26. Titan War27. Weather28. Thunderstorms

29. Prophets30. Tiresias31. bird signs32. Animal entrails33. daughter’s son34. Acrisius35. shower of gold 36. Perseus37. wooden chest38. Furies39. Homicide40. unfilial conduct41. Perjury42. patricide or matricide43. Alecto44. Magaera,45. Tisiphone

46. the Queen of Thebes47. Boetia48. Tantalus49. Amphion50. prophecy and music51. the virgin goddess of the wild52. Pelops53. ambrosia54. in a pool of water 55. Dryas56. a trunk of ivy57. ox-goad58. Thrace59. Cadmeia60. Europa61. Thrace62. Zethus63. seven daughters64. citadel65. underworld66. Hades67. Heracles68. Epirus69. Pain 70. Kharon

71. white full moon 72. warriors73. jewel or rock 74. Jason75. Ares’s76. crossroads77. guardian of the household78. protector of everything newly born79. the goddess of witchcraft80. moon-goddess81. Persephone’s82. limestone83. Corycian nymphs84. fountain Castalia 85. write poetry

86. Aeschylus87. “Seven Against Thebes” 88. Oedipodea89. seven captains 90. fire91. metalworking92. sculpture93. golden throne 94. Dionysis95. Aphrodite96. shriveled foot97. Aphrodite98. Deimos99. Phobos100. embarrassment/humiliation

KEYAntigone’s Allusions

1. You will have to complete this worksheet and a poster for a complete grade.2. You will have to create an illustration the best represents the allusion. Your poster must contain the name of the allusion, the illustration, the page where the allusion is located. 3. You will have to locate the allusion in the text AND provide4. You will present the posters and the correct answers to the class.5. You will turn this sheet in. You will receive your packet, corrected (and graded), to present the correct answers to your classmates. By listening to the presentations of your peers, you will be able to complete the entire worksheet.

RUBRICI. Worksheet

I. The number of correct answers out of the total amount of numbers on YOUR specific allusion ___/___

II. The number of correct answers of the total allusion worksheet: ___/100

II. PosterI. The content of the poster was related to the allusion

I. 3-Strong, 2-Weak, 1-Unrelated, 0-IncompleteII. The poster was creative, it had a lot of color and was

engagingI. 3-Very Creative, 2-Some Creativity ,1-Weak Effort, 0-

No illustrationsIII. Linking the Allusion

I. Uses context clues to interpret the allusion as used in the textI. 3-Strong Understanding, 2-Some Understanding, 1-

Little Understanding, 0-Incomplete or UnusedII. Provides logical reasoning behind interpretaion of allusion

I. 3-Strong, 2-Weak, 1-Unrelated, 0-Incomplete

Dionysos, also spelled Dionysus, was the god of grapeharvest, wine, ritual madness (partying) and ecstasy.Dionysus was born from the __8__ of his father Zeusbecause Zeus saved him as a fetus from his mother‘swomb as she died. His mother,__9__, died becauseZeus’s wife Hera tricked her into testing Zeus’s power,which kills a mortal if they are shown the power of thegods. Although there are several mythical stories abouthim, Dionysus is also important because there was afestival for him each spring and he was a god ofemotional freedom. Dionysos was sometimescalled__10__, __11__, and __12__. There were severalcults that followed Dionysos, but he was known forhaving several women follow and worship him. Thesewomen were called __13__ or Bacchants, and wereoften banned from cities because their behavior wasundesirable.

Persephone is also known as _1_, and is the goddessqueen of the underworld. Because she was sobeautiful, ___2__, the King of the Underworld, askedZeus, her father if he could marry her. Zeus grants himpermission, but instead of meeting Persephone to courther, she is snatched from __3___. Hearing herdaughter’s screams, her mother, __4__, roams theworld searching for her lost daughter. While herdaughter is missing, she curses the earth, not allowingany growth and fertility. Helios, __5__, eventually tellsof where Persephone is which causes Zeus to have tobargain with the King of the Underworld to getPersephone back. Because she loves both her husbandand her mother, Persephone eats part of an enchanted__6__ so she can spend time with both her mother andher husband. When Persephone is spending her monthsin the underworld, the earth becomes barren, and__7__ begins.

Research online to fill in the blanks of the following allusions from Antigone that accompanies the group you were assigned to. You will have to turn in your worksheet and poster today in order to have everything you need to present to your class.

GROUP

1

The Eleusinian Mysteries were secret initiationceremonies held in ancient Greece. This ceremony wasbased in the city of __14__ and was led by one of themost important cults of this time. Three gods wereworshipped in this cult:__15__, __16__, and __17__.This cult, unlike the religious beliefs of that time,believed that there was a paradise that awaited theirbelievers after death. There were two types ofceremonies, the lesser, held every year, and the greater,held every five years.

__19__ is the goddess of love, beauty, pleasure, andprocreation. She was so beautiful that she was thoughtto be a dangerous to the peace of the land, so Zeus, herfather, made her marry __19__, who was the smith god.He made her a __20__of gold and jewels as a gift whichshe later used to seduce both gods and mortals.

Olympos or Mount Olympus, is a mountain range inGreece where it was believed that the gods lived. Themost important gods, called Olympian gods, lived there.Only __25__ of these gods lived there, but is the settingof many Greek mythical stories. It was formed after thegods won the __26__.

Dirce’s Stream is a sacred stream of the god__21__. It issaid that she was transformed into the stream, or, thatshe was thrown into the stream. With either version,Dirce was saved by the gods while she was beingpunished by __22__ sons, who tied her to the horns of awild bull to be killed. The sons, __23__ and __24__,wanted to plot revenge on Dirce for her mistreatment oftheir mother.

Zeus was the supreme ruler of Mount Olympus and ofthe Pantheon of gods who lived there. He was worshipedas a __27__ god and believed to throw lightning boltsfrom his hands and would send __28__ against hisenemies. Zeus was married to Hera, but had severalaffairs and numerous children outside of his marriage.Several mythical stories involve Zeus, he was the mostpowerful god.

GROUP

2

GROUP

3

GROUP

4

Danae’s beauty was well known throughout the land,but her father tried to hide it because of a prophesythat he heard where he is to be killed by his__33__.Danae’s father, __34__, put her in a tall tower so noman or god could get in the tower and make herpregnant; however, Zeus transformed himself into a__35__ to pour through the roof to get to Danae. Theyhave a son, __36__, and Danae’s father, not wanting toupset the gods by killing Zeus’ son, ships them off to aremote island in a __37__, and hopes that they woulddie or get lost so his grandson could never come backand fulfill the prophesy. Eventually, he grows up andunknowingly kills his grandfather later in life.

In order to understand the will of the gods, the Greeksused many methods including consulting the oracles.__29__, or specially chosen priests, were the onlypeople who could interpret the messages from thegods. The blink seer in Antigone, __30__ is a veryfamous prophet in Greek Myths, so the audiencewould have known his predictions were going to cometo pass. The oracle is not only the name of themessage, but also the name of the place where themortals would go to consult the gods, and the gods willanswer their questions. A seer, would be able tointerpret the signs sent my the gods through__31__,__32__, and other messages. The oracles wereconsulted for personal and political matters.

Erinyes are the infernal goddesses sometimesconnected to the __38__in Roman mythology. Thesewomen were servants of Hades and Persephone in theunderworld. The goddesses were responsible forpunishing against four crimes: __39__, __40__, crimesagainst the gods and __41__. They were originally justpersonifications of a curse pronounced upon someoneby the victim of the crime. The most severe of thecrime was __42__. Although there is no statednumber of Furies, there is believed to be three that arenamed: __43__ , __44__ and __45__.

GROUP

4

GROUP

5


II. EXPLORE: Introduction to the Five Paragraph Essay, and the prompts (35-45 minutes) 1. Because the students are aware of the weight of the information in the play Antigone, I

will transition from the allusions to the essay by explaining to them that I will be expecting textual evidence the essay that they are to write. Because I will need this evidence, I think it is a good idea to introduce them to the paper at the same time as they are introduced to the play. By doing this, I hope that students will use the graphic organizers I will provide during this section while we are reading.

I. Writing the five paragraph essay. All you need is Swag. The following presentation should help you pass the writing section of the HSAP. I will be helping you, and all you need is swag. a. Several teachers have students learn an acronym (SNOW) to help students read

and answer writing prompts on standardized tests. I plan to use a similar approach but with the word SWAG due to the revival and popularity of this word. The word has a pop-culture meaning of being cool or appealing, so I will tie in passing the

Tantalos, also known as Tantalus, is know for hispunishment for tricking the gods. Tantalus believedthat because the gods were all knowing, they wouldn’tbe able to fall for a trick; therefore, he cuts up his son,__52__, and makes a stew for the gods out of his body.Tantalos also, on a different occasion, stole __53__andnectar from the gods supper that he was invited to.After exposing the vulnerability of the gods, Tantaluswas sent to the deepest portion of the underworld tosuffer for eternity. He would have to stand __54__ witha fruit in his face. In his punishment, he would haveextreme thirst and hunger but would be unable todrink any of the water or reach the fruit to eat it.

Niobe was __46__ in the principle city in __47__. Shewas also the daughter of __49__. Niobe and herhusband, __49__, had fourteen children. During aspecial ceremony, Niobe bragged about how manychildren she had insulting Leto, who had two divinechildren; Apollo and Artemis. Apollo, the god of__50__, and Artemis, m__51__, were sent to kill allfourteen of Niobe’s children. Because of the massivegrief and mourning, Niobe could not stop crying, so,when Zeus turned everyone in Thebes into stone, hertears remained falling although she was stone. There isa real-life rock formation that resembles a womanwhere rainwater trickles from it in Turkeyg, it is oftenassociated with Niobe.

__55__ is the name of both the son and the father ofLycurgus. Lycurgus attacked the god Dionysus and as aresult was driven insane. In his insanity, he thought hisson turned in__56__, the holy plant of Dionysus, andchopped him with an ax. Also in his insanity, he drivesout all of the followers of Dionysus. The followers, whowere chased out with an __57__, were calledMaenads. Dionysus curses the land of __58__ and itbecomes barren and would remain so unit Lycurgusdies for his crime against his son and the god. It isdebated whether he killed himself or were killed by thetownspeople.

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6

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7

Cadmus (or Kadmos) and Amphion were two of theearly kings of Thebes. Cadmus was the founder andfirst king of the city, which he named _59__. Cadmus ,his brothers, and mother were sent away by his fatherto search his sister, __60__, who was carried away byZeus. After a while, Cadmus’s brothers settled indifferent cities, and Cadmus and his mother settled in__61__. Once his mother died, he consults an oracle tosee what he should do next and is told to build a city.He eventually builds what is to become Thebes. Manyyears, and kings, later, Amphion and his twin brother,__62__ become joint kings of Thebes. They areresponsible for changing the name of the city toThebes and building the seven gates. Each gate wasnamed after Amphion’sn__63__ , and the city is oftenreferred to as the __64__ of Thebes. Amphioneventually kills himself after his wife, Niobe, tuned intoa crying stone due to the murder of their fourteenchildren.

Pluto was the ruler of the __65__. The king of theunderworld wasn’t a prominent figure in the myths,until he was later referred to Pluto; the underworld’sname changed to the name Pluto was formally called,__66__. The former god of the dead was onlysignificant in two myths: where he snatchedPersephone from the ground and when __67__descends into the Inferno and wounds him. TheGreeks began calling him by another name, Pluton,that meant “the rich”.

Acheron is a real-life river in the __68__region ofGreece; however, in Greek mythology, it was known asthe river of__69__. The Greeks thought that the Epirusregion was the end of the world until exploration, thisled them to believe that that it was the entrance intothe lower world. There are five rivers in theunderworld, and Acheron was guarded by __70__, ademon who ferried the souls of the dead across thedark waters.

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8

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7

According to legend, Thebes was formed when Cadmussowed a field with teeth of a dragon; therefore theallusion of Dragon Field. When Cadmus’s mother died,he went to an oracle and was told to find a cow with a__71__ shape on it, and where the cow grew tired, tobuild a city. Cadmus did this, but when he sent men toget him water to purify the cow, as custom, theywouldn’t return. Cadmus, out of followers, decided toget the water himself, approached a dragon, which hekilled. The goddess Athena tells him to sew the teeth ofthe dragon, and __72__sprang from where he plantedthe teeth. They posed a threat to Cadmus, but bythrowing in a __73__amongst them, he was able tohave them fight each other instead of him. Only five ofthe soldiers remained, all injured. Cadmus gave therest of the teeth to Athena, who is believe to havegiven them to __74__, and Cadmus became __75__servant for eight years to repay him for killing hisdragon.

Hecate, a witch-goddess of the __76__, is associatedwith death and is often shown in triple form. The threepaths are the __78__, __79__, and __80__. Althoughshe was originally thought to be a beautiful goddess,she has grown to be represented as an ugly old lady.She was known as a __80__ because she walked theroads and cemeteries at night. Also, Hecate was aimportant friend of __81__, and spent a lot of time inthe spirit world because of her ability to able to travelwith ghosts and see into the underworld.

Parnassos is a mountain range in central Greece. It ismade of __82__. This mountain was sacred to Apolloand the__83__. Parnassus was also the site of __84__the and the home of the muses, which a nymph wastransformed into. Anyone who drinks her waters orlistens to the sound of it would be inspired to __85__ .

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9

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10

Hephaistos, or Hephaestus, was the only Olympianto return to Olympus after being exiled. This godof__90__, __91__, stonemasonry, and the art__92__, of was the son of Zeus and Hera. Hissymbols Hephaestus was kicked out off of Mt.Olympus by his parents, but later returned bearing agift for his mother. By building a __93__for Hera,Hephaestus plotted revenge by making Hera unableto stand up and get out of the chair. The god __94__was finally able to have Hephaestus break the spellby giving him a lot of wine and having dancingwomen convince him to break the spell. His fathergave him the most prized woman, __95__, to marrywhich was an honor because he was disabled with a__96__; however, she was known for havingnumerous extra-marital affairs.

Ares the god of war and another child of Zeus andHera. Although Ares was a masculine god, he wasalso considered the most hateful god. He, like hisfather, was a ladies’ man, and was known to have along-lasting affair with __97__ in which her husbandcaught them together in a golden net. Two of thechildren he has from her are also his companions inwar: __98__, god of terror, and __99__, god of panic.Despite his skills in battle, several other mythicalstories that did not pertain to war resulted in Aresbeing the victim of a lot of __100__.

The Seven Gates of Thebes refers to a play by __86__that goes along with the Theban Plays of Sophocles.His play, titled __87__ (sometimes called the__88__) is about Thebes after the death of Oedipuswhen his son Eteocles rule and his other sonPolynices raised an army against him. The army had__89__ that lead the Argive army against the sevengates in the city of Thebes. In front of the seventhgate, Eteocles and Polynices meet to fight and killeach other, this happens before the play Antigone.

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11

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10


SCORE 4 3 2 1

CONTENT/ DEVELOPMENT

Presents a clear central idea about the topic

Fully develops the central idea with specific, relevant details

Sustains focus on central idea throughout the writing

Presents a central idea about the topic

Develops the central idea but details are general, or the elaboration may be uneven

Focus may shift slightly, but is generally sustained

Central idea may be unclear

Details need elaboration to clarify the central idea

Focus may shift or be lost causing confusion for the reader

There is no clear central idea

Details are sparse and/ or confusing

There is no sense of focus

ORGANIZATION Has an effective introduction,

body, and conclusion.

Provides a smooth progression of ideas throughout the writing.

Has an introduction, body, and conclusion.

Provides a logical progression of ideas throughout the writing.

Attempts an introduction, body, and conclusion; however, one or more of these components could be weak or ineffective.

Provides a simplistic, repetitious, or somewhat random progression of ideas throughout the writing.

Attempts an introduction, body, and conclusion; however, one or more of these components could be absent or confusing.

Presents information in a random or illogical order throughout the writing.

VOICE Uses precise and/or vivid

vocabulary appropriate for the topic

Phrasing is effective, not predictable or obvious

Varies sentence structure to promote rhythmic reading

Shows strong awareness of audience and task; tone is consistent and appropriate

Uses both general and precise vocabulary

Phrasing may not be effective, and may be predictable or obvious

Some sentence variety results in reading that is somewhat rhythmic; may be mechanical

Shows awareness of audience and task; tone is appropriate

Uses simple vocabulary

Phrasing is repetitive or confusing

There is little sentence variety; reading is monotonous

There is little awareness of audience and task; tone may be inappropriate

CONVENTIONS

Provides evidence of a consistent and strong command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides evidence of an adequate command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides evidence of a limited command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides little or no evidence of having a command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

SCORE 4

CONTENT/ DEVELOPMENT

Presents a clear central idea about the topic

Fully develops the central idea with specific, relevant details

Sustains focus on central idea throughout the writing

ORGANIZATION Has an effective introduction,

body, and conclusion.

Provides a smooth progression of ideas throughout the writing.

VOICE Uses precise and/or vivid

vocabulary appropriate for the topic

Phrasing is effective, not predictable or obvious

Varies sentence structure to promote rhythmic reading

Shows strong awareness of audience and task; tone is consistent and appropriate

CONVENTIONS

Provides evidence of a consistent and strong command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Stays on topic.

Is clearly and effectively organized.

Has a variety of appropriate and strong vocabulary and flow

Has few grammar and spelling issues.

HSAP into the modern-day slang. The first slide will introduce what each letter in the word will stand for.

i. S-Study the question. This encourages students to read the question and decipher what it is asking for. I will be telling students that a big mistake would be to not answer the question fully and see the elements of the questions.

ii. W-What does it want? This encourages students to ask what are the necessary elements to correctly answer the prompt. In their words, to figure out what the question want to be answered.

iii. A-Align your thoughts. This encourages students to brainstorm and organize what the question is asking for, what they would like to say, and how they will stay on topic. In our class, I will emphasize the use of outlining your thoughts through the use of graphic organizers.

iv. G-Get it on paper. This is the writing stage of the paper. This is where the students will take what they’ve organized and make it work with clear and grade-appropriate sentences. Students must be able to take their organized thoughts and make them into sentences, paragraphs, and complete the paper. This step will also include self editing, use of the thesaurus, and self-evaluation.

b. The next two slides will be of the HSAP rubric, the same rubric in which students will be graded upon for this assignment. Achieving a score of four (4) on this is my ultimate goal for all of my students; therefore, I want them to aim high and work on their faults as opposed to trying to just write a paper for the sake of my class. I ultimately want my students to be able to write high quality papers using techniques that may contradict a poor performer in my class, for example, I will have my students use the dictionary and thesaurus while editing their papers, I will teach them about complex and compound sentences while writing other papers. I will grade them using this rubric for every type of essay or long writing assignment.

i. This is the large, whole rubric. I will only let them glance at it, for they would have a copy given to them attached to the syllabus at the beginning of the year.

ii. The next slide is of the guidelines, taken directly from this rubric, to make a four on the test. I will explain to the students that the wording is

All you need is Swag:

S- Study the question

W- What does it want?

A- Align your thoughts

G- Get it on paper


Antigone Writing Prompt1. If you could travel back into the ancient

world of Antigone to spend a day with one character, who would you choose? What type of things would this person show you? What would you do?

2. If you could bring any character form Antigone to modern times and spend the say with them, who would you choose? What kind of activities would they be interested in seeing? What would you do?

• More about your prompts

– You must support at least 3 specific quotes or examples from the text.

– You must write using the five paragraph essay style.

– You must write to fulfill the HSAP rubric.

– Your paper cannot be longer than three pages double spaced.

• Think of the writing as an argument:

– You must have the opinion or topic

– You must have facts or statements that support the opinion or topic

• These have to be related to the topic

• These should prove the overall argument

– You have to finish the argument my restating your claim and that YOU won

Two Examples• Who is the Best musician alive?

– Record Sales, Awards, and musical achievements.

– Length of Career.

– Career outside of music industry. Humanitarian efforts.

• Girls on Maury…

– They may not be telling the truth but they have “facts” AND they act 1000% percent sure

• The baby has your eyes (FACT 1) You sent me those texts (FACT 2) Your mother is here “acting a fool” (FACT 3) therefore, you ARE the father of little Spongebob Jr.

confusing, but the scorers are looking for is a strong, well-developed, organized, on-topic essay. This is achievable of any student if given the proper tools, which I hope to be doing.

c. The following slide contains the prompt. I will read this slide and answer any associated question. These are the prompts to which the students will be writing their papers. I will allow them to brainstorm for both, and make their decisions later, or, allow them to choose which topic they would like to use right away. I will walk them through brain-storming, organizing, and connecting paragraphs as special topics each day.

i. The next slide is an addition to this slide with guidelines similar to the instructions on the HSAP. I will have both the topic paper and guidelines available to them in the graphic organizers packet as the coversheet.

d. I want to bring in a fun element into the idea of writing, so I thought it was a logical thought to compare writing a five paragraph essay to a well organized argument. The next two slides are about that. In order to have a well crafted argument, you must have an opinion, supportive factual evidence to support that opinion, and a conclusion that reiterates your victory in the argument.

i. The next slide goes on to ask the students about who they believe is the best musician alive. I will give students a chance to provide answers, then I will ask them to give me reasons. After having a few suggestions, I will ask them to classify a few requirements that a musician must have in order to considered a contender. Then, I will explain to them that that they have formulated a valid argument with specific topics, evidence to support it, and will conclude based off of those things.

ii. The next example I give is a simple metaphor about the women on the Maury show. I want them to realize that although you may not have a clue, opinion, or a strong argument, by providing what you think are strong facts and supporting those facts make that argument valid in form. You may not have a true feeling about a topic, but gather the information you think will fit the prompt, use specific examples, build upon that, and state an argument , and one has written a five paragraph essay.

e. By using those examples, the ability to form an argument will hopefully be clear for students. I will then go back into the SWAG acronym idea to tie in our topic an being brainstorming: The following slides will be handled the same way. If I have a


S- Study the question

1. If you could travel back into the ancient world of Antigone to spend a day with one character, who would you choose? What type of things would this person show you? What would you do?

2. If you could bring any character form Antigoneto modern times and spend the say with them, who would you choose? What kind of activities would they be interested in seeing? What would you do?

W- What does it want?



The Writing Process

• The most important part of writing is the pre-writing. You can:

– Organize your thoughts

– Weigh your opinion

– Figure out what will be your strongest and weakest points

INTRODUCTION TO THE FIVE

PARAGRAPH ESSAY

Organizing your thoughts and formulating a

thesis

Looking for and using textual

evidence

Developing the body of your paper

Ending your paper: the

conclusion and self-edit

Graded For SWAG

Smart board, students will come up and write their answers on the slide, if not, students will write their answers on the front board in the class: Each slide a s acopy of both prompts. I will give them the letter of the slogan and tell them what they are supposed to be looking for, and students will volunteer to come up and fill in areas around the two topics, connect the idea and the topic with a line. This will be a classroom web brainstorm and analysis of how to apply SWAG to our papers.

II. The next slides are also the exact graphic organizers the students have in their packets following the two recap slides. The recap slide reiterates the importance of pre-writing/brainstorming which has to be done when given a limited amount of time to write a paper. I will be giving them time-restricted essay writing later in the semester as well as when writing the body paragraphs for this essay. The next slide is somewhat of a pacing guide which informs students how I plan to teach them how to get swag. We will be starting with this introduction day, move onto thesis, transitional sentences and topic paragraphs, concluding paragraphs, writing the entire essay, and self-editing. a. The graphic organizers are in order as to where the will be staples as well as to

their relation to the development of the paper. Because I do not expect to touch on any specifics of writing the actual paper, these organizers will be addressed the day specific to the unit plan. Each organizer will have an accompanied lesson plan and PowerPoint.

A- Align your thoughts



I. Introduction - _________________________________________________________I. Body: Supporting your Arguments

I. Key Point: ____________________ ________________________________

I. Specific Example:______________________________________I. Support for that Example:_______________________________

I. Key Point: ___________________________________________________

I. Specific Example:______________________________________I. Support for that example: _______________________________

I. Key Point: ____________________________________________________


II. Conclusion:___________________________________________________________

I. Introduction - _________________________________________________________I. Body: Supporting your Arguments

I. Key Point: ____________________ ________________________________

I. Specific Example:______________________________________I. Support for that Example:_______________________________

I. Key Point: ___________________________________________________


I. Key Point: ____________________________________________________


II. Conclusion:___________________________________________________________

Organization: OUTLINING YOUR IDEASIntroduction (General Statement & Specific Purpose):

Thesis:

Conclusion:

Support ¶ 1 Idea:

Quote:

Rationale:

Support ¶ 3 Idea:

Quote:

Rationale:

Support ¶ 2 Idea:

Quote:

Rationale:


a. These graphic organizers will be shown to the students as a way form them to find comfort that we will be completing this paper step by step, together. As the first major essay, I would like the students to be assured that there is a guideline and that the teacher is willing to help you learn how to write, and not only for the specific class.

III. EXTEND: The Reading of Antigone (30-35 minutes) 1. Students will be using their textbooks to read Antigone by Sophocles (page 614). Because

the specific version I will be using is hard to find online, it is not attached to this lesson plan. I will have students read the first scene where Antigone and Ismene are talking, and students will read the Choragus and Chorus scene that follows. The parts will be read by volunteers, it will be a classroom procedure/rule that if a student volunteers to read a

Five Paragraph Essay: Introductory Paragraph

General Statement

Specific Purpose

Thesis

Thesis

Specific Purpose

General StatementTOPIC:

Topic Sentence

Supportive Statement

Textual Evidence

Connect the Evidence

Transitional Sentence

II. Paragraph 1 Topic:

Topic Sentence


Textual Evidence



III. Paragraph 3 Topic:

Topic Sentence


Textual Evidence



IV. Paragraph 4 Topic:

Topic Sentence


Textual Evidence


Transitional SentenceGeneral or World View Closing Statement

Summarization or General Thought about Key

Restate the Thesis

Restate the Thesis

Summarization or General Thought about Key

General or World View Closing Statement

CONCLUSION: Inverting the Thesis Paragraph


class reading assignment aloud, he/she will receive extra credit points. I will post outside of my door, before the morning of this lesson, a note to students to let them know that they will need their books in addition to telling them in previous days classes. It will be another procedure that by not having your book, you will be penalized with a zero and not allowed to volunteer to read.

a. Students will be asked a few questions between both reading sections i. For the Antigone/Ismene scene, students will be asked. By asking these

questions, I can assure that the students are following along with the play as well as help the learn to question the text as they read.

Why does Ismene refuse to help?

Why is Antigone determined to do this?

What risks to Antigone have?

Why does she say that the people will hate Ismene?

Why does Antigone want the townspeople to know about her burial of her brother?

2. At the end of the reading, I will ask students about their opinion of the conflict: Do you think it is important to uphold the rules of the land or of your religion? I will hold a discussion of this question, the play, and the paper until class is dismissed.

Mini-Unit Plan

# Lesson Title Summary

1 So Tragic! Introduction to Greek Tragedies

Lecture and Vocabulary activity

Antigone Allusions Day 1 Assignment (Jigsaw, Fill in the Blank, Poster)

2 Reorganizing a Classic Introduction to the Five Paragraph Essay and Prompts

Allusions Day One

Beginning of Antigone (30 minutes)

3 Thesis, Not One of the Gods Allusions Day Two

Thesis lecture and Organizer

Continue Reading Antigone


4 On to the Next: Transitions Thesis continued, Intro to Topic sentences and Transitional sentences.

Allusions Day Three

Continue Reading Antigone

5 Dissecting the Body-- paragraph

Allusions Day Four

The body paragraph(s) is explained

Use graphic organizer to track and monitor thoughts

Gather textual evidence from what we’ve read so far

6 Classroom Coliseum Antigone Classroom semi-play

Vocabulary Review Activity [synonym, antonyms, sentence, blocks]

7 Let’s bury this: Putting an end to a Paper

Antigone Classroom Semi-play

Conclusion paragraph lecture

Putting together the pieces

8 Final Act Antigone Classroom Semi-play

Compilation of all parts of the paper. Filling in sentences

9 Thesaurus, the god of synonyms

Vocabulary Quiz

In-Class writing. Thesaurus and dictionary use

Half day for in class typing and conferences

10 Such a Tragic End Antigone Quiz

Review of the writing process

Half day for in class typing and conferences

Assessment I. Evaluation a. A lot of this class period will be evaluated on participation beyond those who present. The

majority of the class will be note-taking and reading, so a lack of disruption and concentration will count as participations points. Students will be able to participate in the lecture using the smart board; and, will be given an opportunity to gain extra credit.

II. Grades a. On the day of the student’s allusion presentation, they student will be graded, using the

provided rubric on their presentation and poster. After all of the presentations have been made, students overall packet, poster, and allusion interpretation will be graded

Unit’s Essential I. What is an allusion? How is it used by an author? Why is it important to a reader? II. What is necessary to pass the extended writing portion of the HSAP standardized test?


Questions

Modifications &

Differentiation

I. By putting students in pairs by mixed abilities, the ESL, multiple learning, and multiple performing students will be accounted for. I have even noticed that by grouping students on the same learning level in mixed gender groups, they typically perform better.

II. Students who volunteer to read parts will receive extra credit. I will prefer if there are several readers so all students will have a sense of the play being read in varied voices. By reading aloud, some students will be able to understand and follow the plot better.

Documents

Antigone Lesson Plan