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Antigone and the Five Paragraph Essay

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

Subject Area and Grade Level

World Literature, 10 th 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 &

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

Media*

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

I.

ENTER: Illustrating Allusions (15-20 minutes)

Procedures

1.

On the first day of the unit (the day before this one) students were assigned different

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

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/trios presentation, the other students will fill in the blanks of the words on the presenting groupssection 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.

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

1. Kore 29. Prophets 71. white full moon 2. Hades 30. Tiresias 72. warriors Antigone’s
1. Kore
29.
Prophets
71. white full moon
2. Hades
30.
Tiresias
72. warriors
Antigone’s Allusions
3.
a hole in the ground
31.
bird signs
73. jewel or rock
1. You will have to complete this worksheet and a poster for a complete grade.
4.
Demeter
32.
Animal entrails
Jason
2. You will have to create an illustration the best represents the allusion. Your
5.
the sun
33. daughter’s son
74.
KEY
75.
Ares’s
poster must contain the name of the allusion, the illustration, the page where
6.
Pomegranate
34.
Acrisius
76. crossroads
7.
Winter
35. shower of gold
77. guardian of the
the allusion is located.
8.
thigh
36. Perseus
household
3. You will have to locate the allusion in the text AND provide
9. Semele
37. wooden chest
78.
protector of everything
4. You will present the posters and the correct answers to the class.
10. Bacchus
38. newly born
Furies
5. You will turn this sheet in. You will receive your packet, corrected (and
11. Iacchus
39. Homicide
79.
the goddess of
graded ), to present the correct answers to your classmates. By listening to the
12.
Evius
40.
unfilial conduct
witchcraft
presentations of your peers, you will be able to complete the entire worksheet.
13.
Maenads
41.
Perjury
80. moon-goddess
42.
patricide or matricide
81. Persephone’s
14.
Eleusis
RUBRIC
43.
Alecto
82. limestone
15.
Dionysus
I. Worksheet
44.
Magaera,
83. Corycian nymphs
16 Demeter
Tisiphone
17.
45.
84. fountain Castalia
I. The number of correct answers out of the total amount of
Persephone
85. write poetry
18.
the Queen of Thebes
Aphrodite
numbers on YOUR specific allusion
/
46.
19.
Boetia
Hephaestus
86.
Aeschylus
47.
II. The number of correct answers of the total allusion
20.
Tantalus
Girdle
87. “Seven Against Thebes”
48.
worksheet:
/100
21. Dionysos
88. Oedipodea
49.
Amphion
22. Antiope’s
89. seven captains
II. Poster
50.
prophecy and music
23. Amphion
90. fire
51.
the virgin goddess of
I. The content of the poster was related to the allusion
24. Zethus
91. metalworking
the wild
I.
3-Strong, 2-Weak, 1-Unrelated, 0-Incomplete
25. Twelve
92. sculpture
52.
Pelops
II. The poster was creative, it had a lot of color and was
26. Titan War
93. golden throne
53.
ambrosia
27. Weather
94. Dionysis
engaging
54.
in a pool of water
28. Thunderstorms
95. Aphrodite
55.
Dryas
I.
3-Very Creative, 2-Some Creativity ,1-Weak Effort, 0-
96. shriveled foot
56.
a trunk of ivy
No illustrations
97. Aphrodite
57.
ox-goad
98. Deimos
III. Linking the Allusion
58.
Thrace
99. Phobos
59.
Cadmeia
I. Uses context clues to interpret the allusion as used in the
100.
60. Europa
text
embarrassment/humiliation
61. Thrace
I.
3-Strong Understanding, 2-Some Understanding, 1-
62. Zethus
Little Understanding, 0-Incomplete or Unused
63. seven daughters
64. citadel
II. Provides logical reasoning behind interpretaion of allusion
65. underworld
I.
3-Strong, 2-Weak, 1-Unrelated, 0-Incomplete
66. Hades
67. Heracles
68. Epirus
69. 70. Kharon
Pain
Research online to fill in the blanks of the following allusions from
The
Eleusinian
Mysteries
were
secret
initiation
In order to understand the will of the gods, the Greeks
Antigone that accompanies the group you were assigned to. You will
ceremonies held in ancient Greece. This ceremony was
used many methods including consulting the oracles.
G
based in the city of
14
and was led by one of the
have to turn in your worksheet and poster today in order to have
29
,
or specially chosen priests, were the only
G
most important cults of this time.
Three gods were
R
people who could interpret the messages from the
everything you need to present to your class.
worshipped in this cult:
15
,
16
,
and
17
gods. The blink seer in Antigone,
30
is
a very
R
Persephone is also known as _1_, and is the goddess
O
This
cult,
unlike
the
religious
beliefs
of
that
time,
famous
prophet
in
Greek
Myths,
so
the
audience
queen
of
the
underworld.
Because
she
was
so
believed that there was a paradise that awaited their
O
would have known his predictions were going to come
beautiful,
2
,
the King of the Underworld, asked
U
believers
after
death.
There
were
two
types
of
to
pass.
The
oracle
is
not
only
the
name
of
the
Zeus, her father if he could marry
her. Zeus grants him
U
ceremonies, the lesser, held every year, and the greater,
message, but also the name of the place where the
P
permission, but instead of meeting Persephone to court
held every five years.
mortals would go to consult the gods, and the gods will
P
her,
she
is
snatched
from
3
Hearing
her
answer
their
questions.
A
seer,
would
be
able
to
daughter’s
screams,
her
mother,
4
,
roams
the
19
is the goddess of love, beauty, pleasure, and
interpret the signs sent my the gods through
31
,
world
searching
for
her
lost
daughter.
While
her
4
procreation. She was so beautiful that she was thought
32
,
and
other
messages.
The
oracles
were
daughter is missing, she curses the earth, not allowing
2
to be a dangerous to the peace of the land, so Zeus, her
consulted for personal and political matters.
any growth and fertility. Helios,
5
,
eventually tells
father, made her marry
19
,
who was the smith god.
of where Persephone is which causes Zeus to have to
He made her a
20
of
gold and jewels as a gift which
Danae’s beauty was well known throughout the land,
bargain
with
the
King
of
the
Underworld
to
get
she later used to seduce both gods and mortals.
but her father tried to hide it because of a prophesy
Persephone back. Because she loves both her husband
G
that he heard where he
is
to
be killed by his
33
and her mother, Persephone eats part of an enchanted
Dirce’s Stream is a sacred stream of the god
21
It is
Danae’s father,
34
,
put her
in
a
tall tower so
no
6
so she can spend time with both her mother and
G
R
said that she was transformed into the stream, or, that
man or
god could get
in the
tower and make her
her husband. When Persephone is spending her months
she was thrown into the stream.
With either version,
R
O
pregnant; however, Zeus transformed himself into a
in
the
underworld,
the
earth
becomes
barren,
and
Dirce
was
saved
by
the
gods
while
she
was
being
7
begins.
35
to pour through the roof to get to Danae. They
punished by
22
sons, who tied her to the horns of a
O
U
G
have a son,
36
,
and Danae’s father, not wanting to
wild bull
to be killed. The sons,
23
and
24
,
upset the gods by killing Zeus’ son, ships them off to a
wanted to plot revenge on Dirce for her mistreatment of
P
U
Dionysos, also spelled Dionysus,
was the god of grape
R
remote island in a
37
,
and hopes that they would
their mother.
harvest, wine, ritual madness (partying) and ecstasy.
P
die or get lost so his grandson could never come back
Dionysus was born from the
8
of his father Zeus
O
and fulfill the prophesy.
Eventually, he grows up and
Olympos or Mount Olympus, is a mountain range in
because Zeus saved him as a fetus from his mother‘s
1
unknowingly kills his grandfather later in life.
Greece where it was believed that the gods lived.
The
U
womb as she died. His mother,
9
,
died because
most important gods, called Olympian gods, lived there.
Zeus’s wife Hera tricked her into testing Zeus’s power,
3
P
Erinyes
are
the
infernal
goddesses
sometimes
Only
25
of these gods lived there, but is the setting
which kills a mortal if they are shown the power of the
connected to the
38
in
Roman mythology.
These
of many Greek mythical stories. It was formed after the
gods. Although there are several mythical stories about
women were servants of Hades and Persephone in the
gods won the
26
him, Dionysus is also important because there was a
underworld.
The
goddesses
were
responsible
for
festival
for
him
each
spring
and
he
was
a
god
of
G
5
Zeus was the supreme ruler of Mount Olympus and of
punishing against four crimes:
39
,
40
,
crimes
emotional
freedom.
Dionysos
was
sometimes
R
the Pantheon of gods who lived there. He was worshiped
against the gods and
41
They were originally just
called
10
,
11
,
and
12
There were several
as
a
27
god and believed to throw lightning bolts
O
personifications of a curse pronounced upon someone
cults that followed Dionysos, but he was known for
from
his
hands
and
would
send
28
against
his
by the victim of the crime. The most severe of the
U
having several women follow and worship him. These
enemies. Zeus was married to Hera, but had several
crime
was
42
Although
there
is
no
stated
women were called
13
or Bacchants, and were
P
affairs and numerous children outside of his marriage.
number of Furies, there is believed to be three that are
often banned from cities because their behavior was
Several mythical stories involve Zeus, he was the most
named:
43
,
44
and
45
undesirable.
powerful god.
4

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

Niobe was 46 in the principle city in 47 She was also the daughter of
Niobe was
46
in the principle city in
47
She
was
also
the
daughter
of
49
Niobe
and
her
husband,
49
,
had
fourteen
children.
During
a
special
ceremony, Niobe
bragged
about
how
many
children she had insulting Leto, who had two divine
children;
Apollo
and
Artemis.
Apollo,
the
god
of
50
, and A rtemis, m
51
,
were sent
to
kill all
fourteen
of Niobe’s children. Because of the massive
grief and mourning, Niobe could not stop crying, so,
when Zeus turned everyone in Thebes into stone, her
tears remained falling although she was stone. There is
a real-life rock formation that resembles
a woman
where rainwater trickles from it in Turkeyg, it is often
associated with Niobe.

Tantalos,

also

known

as

Tantalus,

is

know

for

 

his

punishment for tricking the gods. Tantalus believed

that because the gods were all knowing, they wouldn’t

be

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

and

nectar from the gods supper that he was invited to .

After exposing the vulnerability of the gods, Tantalus

was sent to the deepest portion of the underworld to

suffer for eternity. He would have to stand

54

with

a

fruit in his face. In his punishment, he would have

extreme thirst and hunger but would be unable to

drink any of the water or reach the fruit to eat it.

 
 

55

is the name of both the son and the father of

Lycurgus. Lycurgus attacked the god Dionysus and as a

result was driven insane. In his insanity, he thought his

son turned in

56

,

the holy plant of Dionysus, and

chopped him with an ax. Also in his insanity, he drives

out all of the followers of Dionysus. The followers, who

were

chased

out

with

an

57

,

were

called

Maenads. Dionysus curses the land of

 

58

and it

becomes barren and would remain so unit Lycurgus

dies for

his crime against his son and

the god.

It

is

debated whether he killed himself or were killed by the

townspeople.

 
G R O U P 7
G
R
O
U
P
7

Cadmus (or Kadmos) and Amphion were two of the

early kings of Thebes. Cadmus was the founder and

first king of the city, which he named _59

Cadmus ,

his brothers, and mother were sent away by his father

to

search his sister,

60

,

who was carried away by

Zeus.

After

a

while,

Cadmus’s

brothers

settled

in

different cities, and Cadmus and his mother settled in

 

61

Once his mother died, he consults an oracle to

see what he should do next and is told to build a city.

He eventually builds what is to become Thebes . Many

years, and kings, later, Amphion and his twin brother,

 

62

become

joint

kings

of

Thebes.

They

are

responsible

for

changing

the

name

of

the

city

to

Thebes and building the seven gates. Each gate was

named after Amphion’sn

63

, and the city is often

referred

to

as

the

64

of

Thebes .

Amphion

eventually kills himself after his wife, Niobe, tuned into

a

crying stone due to the murder of

their fourteen

children.

 

Pluto was the ruler of the

 

65

The king of the

underworld wasn’t a prominent figure in the myths, until he was later referred to Pluto
underworld wasn’t a prominent figure in the myths,
until he was later referred to Pluto ; the underworld’s
name changed to the name Pluto was formally called,
66 The
former
god
of
the
dead
was
only
significant
in
two
myths:
where
he
snatched
Persephone
from
the
ground
and
when
67
descends
into
the
Inferno
and
wounds
him.
The
Greeks began calling him by another name, Pluton,
that meant “the rich”.

Acheron is

a

real-life river in

the

68

region

of

Greece; however, in Greek mythology, it was known as

the river of

69

The Greeks thought that the Epirus

region was the end of the world until exploration, this

led them to believe that that it was the entrance into

the

lower

world.

There

are

five

rivers

in

the

underworld, and Acheron was guarded by

70

,

a

demon who ferried the souls of the dead across the

dark waters.

According to legend, Thebes was formed when Cadmus sowed a field with teeth of a
According to legend, Thebes was formed when Cadmus
sowed a field with teeth of a dragon; therefore the
allusion 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, to
build a city. Cadmus did this, but when he sent men to
get him water to purify the cow, as custom, they
wouldn’t return. Cadmus, out of followers, decided to
get the water himself, approached a dragon, which he
killed. The goddess Athena tells him to sew the teeth of
the dragon, and
72
sprang
from where he planted
G
the teeth. They posed a threat to Cadmus, but by
R
throwing in a
73
amongst
them, he was able to
have them fight each other instead of him. Only five of
O
the soldiers remained, all injured. Cadmus gave the
rest of the teeth to Athena, who is believe to have
U
given them to
74
,
and Cadmus became
75
servant for eight years to repay him for killing his
P
dragon.
9
Hecate, a witch-goddess of the
76
,
is associated
with death and is often shown in triple form. The three
,
she was originally thought to be a beautiful goddess,
she has grown to be represented as an ugly old lady.
paths are the
78
79
,
and
80
Although
She was known as a
80
because she walked the
roads and cemeteries at night. Also, Hecate was a
important friend of
81
,
and spent a lot of time in
the spirit world because of her ability to able to travel
with ghosts and see into the underworld.
G
R
Parnassos is a mountain range in central Greece. It is
made of
82
This mountain was sacred to Apollo
O
and the
83
Parnassus was also the site of
84
U
the and the home of the muses, which a nymph was
P
transformed into. Anyone who drinks her waters or
listens to the sound of it would be inspired to
85
1
0
G The Seven Gates of Thebes refers to a play by 86 that goes along
G
The Seven Gates of Thebes refers to a play by
86
that goes along with the Theban Plays of Sophocles.
R
His play, titled
87
(sometimes called the
O
88
)
is about
Thebes after the death of Oedipus
when his son Eteocles rule and his other son
U
Polynices raised an army against him. The army had
P
89
that lead the Argive army against the seven
gates in the city of Thebes. In front of the seventh
gate, Eteocles and Polynices meet to fight and kill
1
each other, this happens before the play Antigone.
0
Hephaistos, or Hephaestus, was the only Olympian
to return to Olympus after being exiled. This god
of
90
,
91
,
stonemasonry, and the art
,
symbols Hephaestus was kicked out off of Mt.
92
of was
the
son of Zeus
and
Hera.
His
Olympus by his parents, but later returned bearing a
gift for his mother. By building a
93
for
Hera,
Hephaestus plotted revenge by making Hera unable
to stand up and get out of the chair. The god
94
G
was finally able to have Hephaestus break the spell
R
by giving him a lot of wine and having dancing
women convince him to break the spell. His father
O
gave him the most prized woman,
95
,
to marry
which was an honor because he was disabled with a
U
96
;
however, she was known for having
numerous extra-marital affairs.
P
Ares the god of war and another child of Zeus and
1
Hera. Although Ares was a masculine god, he was
also considered the most hateful god. He, like his
1
father, was a ladies’ man, and was known to have a
long-lasting affair with
97
in which her husband
caught them together in a golden net. Two of the
children he has from her are also his companions in
war:
98
,
god of terror, and
99
,
god of panic.
Despite his skills in battle, several other mythical
stories that did not pertain to war resulted in Ares
being the victim of a lot of
100

II. EXPLORE: Introduction to the Five Paragraph Essay, and the prompts (35-45 minutes)

to the Five Paragraph Essay, and the prompts (35-45 minutes) 1. Because the students are aware

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

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

HSAP into the modern-day slang. The first slide will introduce what each letter in the
HSAP into the modern-day slang. The first slide will introduce what each letter in
the word will stand for.
All you need is Swag:
S-
Study the question
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.
W- What does it want?
A- Align your thoughts
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.
G- Get it on paper
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
SCORE
4
Presents a clear central idea
about the topic
CONTENT/
Stays on topic.
DEVELOPMENT
Fully develops the central idea
with specific, relevant details
Sustains focus on central idea
throughout the writing
Has an effective introduction,
Is clearly and effectively
ORGANIZATION
body, and conclusion.
Provides a smooth
progression of ideas
throughout the writing.
organized.
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.
Uses precise and/or vivid
VOICE
vocabulary appropriate for
Has a variety of
the topic
Phrasing is effective, not
b.
The next two slides will be of the HSAP rubric, the same rubric in which students
appropriate and
predictable or obvious
Varies sentence structure to
promote rhythmic reading
strong vocabulary
Shows strong awareness of
audience and task; tone is
consistent and appropriate
and flow
Provides evidence of a
CONVENTIONS
consistent and strong
command of grade-level
conventions (grammar,
capitalization, punctuation,
and spelling).
Has few grammar and
spelling issues.
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
SCORE
4
3
2
1
Presents a
clear central idea
Presents a central idea
Central idea may be unclear
There is no clear central
about the topic
about the topic
idea
CONTENT/
Details need elaboration to
DEVELOPMENT
Fully develops the central idea
with specific, relevant
details
Develops the central idea
clarify the central idea
Details are sparse and/
but details are general,
or confusing
Focus may shift or be lost
or the elaboration may
causing confusion for the
There is no sense of
be uneven
Sustains focus on central idea
reader
focus
have my students use the dictionary and thesaurus while editing their papers, I
throughout the writing
Focus may shift slightly,
but is generally sustained
Has an effective introduction,
 Has an introduction,
Attempts an introduction,
Attempts an introduction,
ORGANIZATION
body, and conclusion.
body, and conclusion.
body, and conclusion;
body, and conclusion;
however, one or more of
however, one or more of
Provides a smooth
 Provides a logical
will teach them about complex and compound sentences while writing other
these components could
these components could
progression of ideas
progression of ideas
be weak or ineffective.
be absent or confusing.
throughout the writing.
throughout the writing.
Provides a simplistic,
Presents information in a
repetitious, or somewhat
random or illogical order
random progression of
throughout the writing.
ideas throughout the
writing.
papers. I will grade them using this rubric for every type of essay or long writing
 Uses precise and/or vivid
Uses both general and
Uses simple vocabulary
VOICE
vocabulary appropriate
precise vocabulary
Phrasing is repetitive or
for the topic
Phrasing may not be
confusing
 Phrasing is effective, not
effective, and may be
 There is little sentence
predictable or obvious
predictable or obvious
variety; reading is
 Varies sentence structure
Some sentence variety
monotonous
assignment.
to promote rhythmic
results in reading that is
 There is little awareness
reading
somewhat rhythmic; may
of audience and task;
be mechanical
 Shows strong awareness
tone may be
of audience and task;
Shows awareness of
inappropriate
tone is consistent and
audience and task; tone
appropriate
is appropriate
Provides evidence of a
 Provides evidence of an
Provides evidence of a
Provides little or no evidence of
consistent and strong
adequate command of
limited command of
having a command of
CONVENTIONS
command of grade-level
conventions (grammar,
capitalization,
punctuation, and
spelling).
grade-level conventions
(grammar, capitalization,
punctuation, and
spelling).
grade-level conventions
(grammar, capitalization,
punctuation, and
spelling).
grade-level conventions
(grammar, capitalization,
punctuation, and spelling).
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

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

confusing, but the scorers are looking for is a strong, well-developed, organized, on-topic essay. This
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.
Antigone Writing Prompt
1.
If you could travel back into the ancient
world of Antigone to spend a day with one
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
character, who would you choose? What type
their papers. I will allow them to brainstorm for both, and make their decisions
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
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.
kind of activities would they be interested in
seeing? What
would you do?
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.
More about your prompts
d. I want to bring in a fun element into the idea of writing, so I thought it was a
– You must support at least 3 specific quotes or
examples from the text.
logical thought to compare writing a five paragraph essay to a well organized
– You must write using the five paragraph essay
style.
argument. The next two slides are about that. In order to have a well crafted
– You must write to fulfill the HSAP rubric.
– Your paper cannot be longer than three pages
double spaced.
argument, you must have an opinion, supportive factual evidence to support that
opinion, and a conclusion that reiterates your victory in the argument.
Think of the writing as an 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
– You must have the opinion or topic
– You must have facts or statements that support
order to considered a contender. Then, I will explain to them that that
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
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
Two Examples
Maury show. I want them to realize that although you may not have a
• Who is
the Best musician alive?
– Record Sales, Awards, and musical achievements.
clue, opinion, or a strong argument, by providing what you think are
– Length of Career.
– Career outside of music industry. Humanitarian
strong facts and supporting those facts make that argument valid in form.
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.
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

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

Smart board, students will come up and write their answers on the slide, if not,
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
W- What does it want?
1.
If you could travel back into
the ancient world of
Antigone to spend a day
with one character, who
would you choose? What
acopy of both prompts. I will give them the letter of the slogan and tell them what
type of things would
this
S-
Study the question
person show you? What
would you do?
2.
If you could bring any
1.
If you could travel back into
character form Antigone
the ancient world of
Antigone to spend a day
with one character, who
they are supposed to be looking for, and students will volunteer to come up and
would you choose? What
type of things would this
to modern times and
spend the say with them,
who would you choose?
What kind of activities
would they be interested
A- Align your thoughts
person show you? What
in seeing? What would
would you do?
you do?
1.
If you could travel back into
2.
If you could bring any
the ancient world of
character form Antigone
fill in areas around the two topics, connect the idea and the topic with a line. This
Antigone to spend a day
to modern times and
spend the say with them,
who would you choose?
What kind of activities
with one character, who
would you choose? What
type of things would this
person show you? What
would they be interested
in seeing? What would
you do?
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?
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
The
Writing Process
write a paper. I will be giving them time-restricted essay writing later in the semester
The most important part of writing is the pre-
writing. You can:
as well as when writing the body paragraphs for this essay. The next slide is somewhat
– Organize your thoughts
– Weigh your opinion
– Figure out what will be your strongest and
weakest points
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.
INTRODUCTION TO
Organizing your
THE FIVE
thoughts and
PARAGRAPH ESSAY
formulating a
thesis
Looking for and
using textual
Graded For
SWAG
evidence
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.
Ending your
Organization: OUTLINING YOUR IDEAS
Introduction (General Statement & Specific Purpose):
paper: the
Developing the
I. Introduction -
conclusion and
body of your paper
I.
Introduction -
self-edit
I. Body: Supporting your Arguments
I.
Body: Supporting your Arguments
Thesis:
I. Key Point:
I. Key Point:
Support ¶ 1 Idea:
Support ¶ 2 Idea:
Support ¶ 3 Idea:
I. Specific Example:
I. Specific Example:
I. Support for that Example:
I. Support for that Example:
I. Key Point:
I. Key Point:
Quote:
Quote:
Quote:
I. Specific Example:
I. Specific Example:
I. Support for that example:
I. Support for that example:
I. Key Point:
I. Key Point:
Rationale:
Rationale:
Rationale:
I. Specific Example:
I. Specific Example:
I. Support for that example:
I. Support for that example:
Conclusion:
II. Conclusion:
II.
Conclusion:

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

Five Paragraph Essay: Introductory Paragraph General Statement General Statement Specific Purpose Specific Purpose
Five Paragraph Essay: Introductory Paragraph General Statement General Statement Specific Purpose Specific Purpose
Five Paragraph Essay: Introductory Paragraph General Statement General Statement Specific Purpose Specific Purpose
Five Paragraph Essay: Introductory Paragraph General Statement General Statement Specific Purpose Specific Purpose
Five Paragraph Essay: Introductory Paragraph General Statement General Statement Specific Purpose Specific Purpose

Five Paragraph Essay: Introductory Paragraph

General Statement General Statement Specific Purpose Specific Purpose Thesis Thesis
General Statement
General Statement
Specific Purpose
Specific Purpose
Thesis
Thesis
III. Paragraph 3 Topic: Topic Sentence IV. Paragraph 4 Topic: Topic Sentence Supportive Statement Supportive
III. Paragraph 3 Topic: Topic Sentence IV. Paragraph 4 Topic: Topic Sentence Supportive Statement Supportive

III. Paragraph 3 Topic:

Topic Sentence

III. Paragraph 3 Topic: Topic Sentence IV. Paragraph 4 Topic: Topic Sentence Supportive Statement Supportive Statement

IV. Paragraph 4 Topic:

Topic Sentence

Supportive Statement

Supportive Statement

Textual Evidence

Textual Evidence

Connect the Evidence

Connect the Evidence

Transitional Sentence

Transitional Sentence

a.

III. EXTEND: The Reading of Antigone (30-35 minutes)

1.

III. EXTEND: The Reading of Antigone (30-35 minutes) 1. TOPIC: Topic Sentence II. Paragraph 1 Topic:

TOPIC:

Topic Sentence

II. Paragraph 1 Topic:

Topic Sentence

Supportive Statement

Supportive Statement

Textual Evidence

Textual Evidence

Connect the Evidence

Connect the Evidence

Transitional Sentence

Transitional Sentence

Textual Evidence Connect the Evidence Connect the Evidence Transitional Sentence Transitional Sentence
Restate the Thesis CONCLUSION: Inverting the Thesis Paragraph Summarization or General Thought about Key Restate
Restate the Thesis
CONCLUSION:
Inverting the
Thesis Paragraph
Summarization or General Thought about Key
Restate the Thesis
General or World View Closing Statement
Summarization or General Thought about Key
General or World View Closing Statement
Thought about Key General or World View Closing Statement These graphic organizers will be shown to

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.

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

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

class reading assignment aloud, he/she will receive extra credit points. I will post outside of
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

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

 

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 students 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?

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

Questions

Modifications & Differentiation

I.

II.

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.

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.