Oedipus Unit

Unit Dates: 1/23/17-2/24/17 Non-Instructional Days:

Unit Length: 5 weeks Monday 2/20/17
Unit Length (Instructional Days): 24

Unit Overview: Guiding question: What makes us Summative Assessment(s)

who are are? Does nature or nurture play a greater -Vocab Quiz 1
role in our life? Is there such a thing as fate or free -Vocab Quiz 2
will? Is there anything that is truly authentic that -Final Quiz on Oedipus
makes us who we are? -Personal manifesto assignment
Students will read various texts that supplement the -Personal Statement paper
ideas of Nature v Nurture, and they will use the -Final personal tragedy project
anchor text of Oedipus Rex to try and grapple with
these ideas. Various literary elements of Greek Formative Assessments
theater will be introduced as they read Oedipus. -Vocab burns
There will also be days focused on the art of writing -Presentation on self
argumentative and persuasive papers. Students will -Heinz dilemma
gain various high level vocabulary words. By the end -Thesis outline
of the unit they will act out a scene from the story, -SOAPSToneS
using elements of the greek theater. -Showcasing SOAPSToneS

Enduring Understandings: Students will better
understand where our traits as people come from.
They will also be able to better articulate the societal
and personal forces that shape and move our
existences.
Inquiry Question(s): What makes us who are are? Does nature or nurture play a greater role
in our life? Is there such a thing as fate or free will? Is there anything that is truly authentic that
makes us who we are?

Important Content-based Vocabulary Technology/Instructional Materials Foundational Routines/Procedures:

There will be a couple rounds of vocabulary that will -Computers -Vocab work through and Vocab burns
help shape their knowledge of college level words -Various youtube videos with -Work time given at end of class (somedays)
as well as words specific to Greek theater and supplementary materials -Reading in class/discussion questions/writing
tragedy. afterwards
Resources: Oedipus Rex, Elements of
Literature textbook, Computers, Camera,
Materials and Props for scene act out, scholarly
articles
Standards
List the common core or other standards you
use in your classroom. If you do not use
standards in your classroom, choose the
appropriate common core standards for your
unit.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex
account; provide an objective summary of
the text.
CCSS.ELA-LITERACY.RL.11-12.6
Analyze a case in which grasping a point
of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story,
Rigor & Intervention Strategies
Notes and extra time will be provided for students with learning disabilities.
Unwrapped Skills
Procedural Skills Conceptual Understandings
Break down the standards to Break down the standards to identify what
identify what students need to be students need to know to meet the standard (ie.
able to do to meet the standard. definition of theme).
Here you should consider
prerequisite skills.
-Students need to be able to -Students need to know how to infer and
read predict material that may not be explicit in the
-Students need to be able to text
make educated guesses from
textual evidence
-Students need to be able to -Students will need to know and have an
infer and predict material that understanding of higher level academic
may not be explicit in the text vocabulary
-Students will need to be able to
read
-Students will need to be able to -Students will need an understanding of play
drama, or poem (e.g., recorded or live articulate their thoughts and structures
production of a play or recorded novel or opinions on texts in various -Students will need an understanding of story
poetry), evaluating how each version ways (speech, writing, etc.) structures at the novel level
interprets the source text.
CCSS.ELA-LITERACY.W.11-12.6 -Students will need to be able to -Students will need to know how to use a
Use technology, including the Internet, to know how to use a chromebook variety of publication methods online
produce, publish, and update individual or
shared writing products in response to
ongoing feedback, including new
arguments or information.
CCSS.ELA-LITERACY.W.11-12.1.B -Students will need to be able -Students will need to know and understand
Develop claim(s) and counterclaims to read texts the role audience plays in writing or speaking
fairly and thoroughly, supplying the
most relevant evidence for each
while pointing out the strengths and
limitations of both in a manner that
anticipates the audience's knowledge
level, concerns, values, and possible
biases.
Common Core Supporting Standards

Aims Calendar
Here you should list daily objectives for the unit. You should block out non-instructional days. You may also want to list focus
texts or activities for these days. The overarching theme for the week should be the focus for the week or how the daily
objectives move you toward your overarching goals.
Monday: Tuesday Wednesday Thursday Friday
Date: 1/23 Date: 1/24 Date: 1/25 Date: 1/26 Date: 1/27

Overarching theme for week: Where do we come from?

Students will be going through the process of digging deeper into the ideas of nature and nurture and trying to grapple with the
forces that help shape and form us as people.
Two scholarly articles

SWBAT. SWBAT. SWBAT. SWBAT SWBAT.

Articulate the various Fill out the packet of Identify and categorize Read and identify texts Use the information theyve
things that they Myer Briggs that deals different elements in their and take into account acquired from the previous
perform everyday with the various lives as either external or where external and internal days to apply to their own
and identify where elements of their own internal forces and begin to forces play a role in in the lives in a multimedia form
their priorities lie characteristics through grapple with the impact of forming of characters and on the compouter
using the daily analyzing the results of each by discussing their lives people
schedule app the Myer-Briggs through the lense of nature
personality test and and nurture -Study on boy who became girl -Workday on About Me
-Social media warm up and study of people raised in
articulate in detail poverty vs affluence projects
-Feedback on Unit 2 and -(Tell us about yourself video)
3 -Class discussion
(Intro Unit 4, Step 1) -Nature vs Nurture video -How I came to be
-Recap Last Semester (DISCUSS)
-(Intro to Unit 4) -Meyers Briggs Personality assignment/project
test -How I came to be (multimedia, work time)
-Daily Schedule assignment/project
Assignment -Worksheet
-Discuss Personalities (multimedia, work time)
-Student survey

Monday Tuesday Wednesday Thursday Friday

Date: 1/30 Date: 1/31 Date: 2/1 Date: 2/2 Date: 2/3

Overarching theme for week: Making a solid argument

Very often students are not always the best in developing their theses, so by focusing on the formation of their arguments and the
progression of the them they can become better, more developed writers.
Platos The Apology

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Continue articulating Identify the main Utilize the structure of claim, Identify claim, evidence, Create and write a
their personal points of Socrates evidence, and warrant on a and warrant within more personal statement that
projects in a visual philosophies and apply small scale by making their ancient texts and apply utilizes informal elements of
format on the them to a real world own arguments about things them to their own 21st claim, evidence and warrant
computer, while also context through the they care about and/or are century world viewpoints that makes sense in their
taking in higher level discussion as a whole interested in using the tools personal contexts
vocabulary by taking class given
notes -Heinz dilemma warmup (Robbin -Vocab quiz
Hood) -Personal manifesto assignment
-Read The Apology -Prewriting template/example
Intro to Step 2 -mentor sentences -Discuss in terms of claim, -Worktime
-Vocab PRESENTATIONS -FINISH PRESENTATIONS evidence, warrant -Class turn in their manifesto
-Discuss Philosophy and (If time permits) (Depends on class progression) -Brainstorming topics
its purpose -Plato/Socrates presentation -Plato/Socrates presentation
-LAST workday on -Discuss -Claim, evidence, warrant activity
projects with Monty Python

Monday Tuesday Wednesday Thursday Friday

Date: 2/6 Date: 2/7 Date: 2/8 Date: 2/9 Date: 2/10

Overarching theme for week: How and why do we tell our stories?
Theater is a form of storytelling that offers a much richer and deeper meaning to the struggles of humanity that simple text and/or speech
cannot. Therefore, we are going to dive into some of the elements that make up theater including the elements of tragedy that are often
the focus of plays.
Oedipus Rex

SWBAT. SWBAT. SWBAT. SWBAT... SWBAT.

Identify specific Differentiate between Apply Aristotles theories of Use the strategy of Use drama techniques and
elements of Greek arguments, tragedy to Oedipus Rex SOAPSToneS to break incorporate them with
down and decipher more
tragedy theater and persuasions, and rants while they take notes directly modern day technology to
difficult passages from the
different lenses of so as to be able to from the text text and work more deeply display their understanding.
tragedy by applying make their own in an with said text. Use the strategy of
them to 21st century effective manner -Kahoot iton Aristotelian Elements SOAPSToneS to break
concepts and ideas of Tragedy (vocab) -Oedipus vocab down and decipher more
-Differentiate between -Oedipus Guided Reading packet -Mentor sentence and vocab
burn warm up difficult passages from the
arguments, persuasion, and -Oedipus backstory video
-Intro to Step 3 rants -Review reading procedures: -Greek Gods backstory and text and work more deeply
-Discuss tragedy -Introduce argumentative Greek beliefs
(Padlet)
Oedipus characters and list of look- with said text.
writing assignment with fors -Read 269-275
-Watch videos with claims, counterclaims and -Watch a bit from a play version
-Read 262-269
handout: Intro to Greek rebuttals -Student showcase and -warm up SOAPStoneS activity
-Closure activity: Who would play
tragedy and theories SOAPSTONES
-Students formulate -Round robin peer review who? (circulate around the room)
examples of these -Work time on -Showcase
tragedy lenses argumentative writing -vocab for the day and past days
-give back quizzes at end assignment
-Recap on events
of hour
-Read 275-283
-Closure (

Monday Tuesday Wednesday Thursday Friday

Date: 2/13 Date: 2/14 Date: 2/15 Date: 2/16 Date: 2/17

Overarching theme for week: When tragedy strikes, how do we as people react?
Why do some face the issue head on and why do some run away from it? Tragedy befalls many of us but not all react in the same way.
Whether from circumstance, inner strength/weakness, not all can face up to the horrible truths that we must face. So, I want to the
students to look into the text of Oedipus and come to an understanding of why he makes the decisions he does when faced with the
horrible truth and see the strength of a man who, while not perfect, still faces his fate head on.
Text: Oedipus Rex

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Use the elements of Use the strategy of Use the elements of Claim, Use the strategy of Verbalize using the terms
Claim, evidence, SOAPSToneS to break evidence, warrant to grapple SOAPSToneS to break and skills worked with to
warrant to grapple down and decipher with the greater overall down and decipher more decipher and come to an
with the greater more difficult passages questions of the play and the difficult passages from the understanding of the work
overall questions of from the text and work unit as they discuss and text and work more deeply of Oedipus and the
the play and the unit more deeply with said answer the deeper with said text as they relevance of the elements in
as they discuss and text as they display the existential questions display the meaning of the work related to the context
answer the deeper meaning of the text in a text in a visual medium of of modern day
existential questions visual medium of their -Warm up: essential question their choosing (skit,
SNOW DAY (Senior choosing (skit, (claim, evidence, warrant) Is drawing, etc.) -Warm up: Study vocab in
Skip day) drawing, etc.) it always good to know the preparation for quiz
-Warm up (Mentor -Vocabulary quiz
truth? What are some
-Warm up (what sentence vocab list) -Recap
does fate mean to -Warm up situations where you would -Vocab for the day -Read 317-327(FINISH)
you? Are there things (SOAPSToneS) rather not know the truth? -Recap -Discuss the ending of the
in your life you are -Showcase -Introduce cumulative -Read 307-317 play and initial thoughts on
fated to do? Fate is -Vocab for the day creative project -Closure: Give one get one the book as a whole
still a thing, modern -Recap with your Oedipus notes -Closure: essential question
standpoint) Claim, -Read 285-296 -Vocab for the day (claim, evidence, warrant)
evidence, warrant -Watch clip from -Recap Do you think Oedipus
-Vocab for the day Oedipus -Read 296-307 choice to blind and exile
-Introduce cumulative -Closure: How do we -Closure: Give one, get one himself is the right
creative project grapple with the with your Oedipus notes reaction? Why or why not?
-recap of the events
unfairness of the
thus far
-Read 285-291 universe?
-Closure: What are
some examples of
the Greek tragedy
vocab you can draw
on for your project?

Monday Tuesday Wednesday Thursday Friday

Date: 2/20 Date: 2/21 Date: 2/22 Date: 2/23 Date: 2/24
NO SCHOOL

Overarching theme for week: While not a text set anywhere close to modern day, in what ways do the struggles and tribulations of
Oedipus ring home to us in the 21st century? In some ways, the horrors Oedipus faces are a bit closer to home than some of us realize,
and I want the students to really challenge themselves to see where they might be able to relate with Oedipus more than they might like to
think.
Text: Oedipus Rex

SWBAT. SWBAT. SWBAT. SWBAT.

Discuss with their Apply the terms of tragedy
peers and sustain a they have learned and
worked with into a visual,
discussion on why
creative project that is
tragedy is an artform relevant to their own tragedy
we still view, applying in their lives that has
the Aristotelian happened or they fear may
happen
Apply the terms of tragedy
they have learned and
worked with into a visual,
creative project that is
relevant to their own
tragedy in their lives that
has happened or they fear
may happen
Display their knowledge of
higher level vocab and
Apply the terms of tragedy
they have learned and
worked with into a visual,
creative project that is
relevant to their own
tragedy in their lives that
 elements of tragedy has happened or they fear
to modern day -Hand back -Warm up: check may happen
quizzes/correctives if assessment log
examples
-Work time on -Warm up
needed
projects/anything left to -Final work day of the week
-Warm up: compare -Work time on catch up on -Gallery walk (for those
your questions for the projects/anything left to -Closure: How close are done)
seminar with your catch up on you to finishing? What sort -Closure: Tragedy in the
-Closure: What are you still of mentoring are you need scheme of existence: Is
neighbor
of to finish? ancient tragedy relevant in
-Socratic Seminar on having trouble with on your
the context of todays day
why we view tragedy project/assignments? and age? (claim, evidence,
-Aristotelian elements warrant)
quiz
-Introduce final
creative project
-Work time on
projects/catch up

Lesson Plan 1
Instructor Sean Morrisette (MT: Arthur Chiaravalli)
Dates 2/13/17
Essential ?s What does fate mean to you? Are there things in your life you feel you are fated to do?
Lesson Further examine the elements of tragedy as we read deeper into Oedipus while being
Objective(s) exposed to and recognize the higher level vocabulary within the text.
Standards CCSS.ELA-LITERACY.RL.11-12.2, CCSS.ELA-LITERACY.W.11-12.1.B, CCSS.ELA-LITERACY.RL.11-12.6
Resources/Materi Oedipus Rex, Pencils, Paper, Guided Oedipus Rex packet
als Needed

Time Learning Task Methods or Procedures

12:27-12:39 Consider and Warm up (what does fate mean to you? Are there things in your life you are fated to do?
discuss the deeper Fate is still a thing, modern standpoint) Claim, evidence, warrant
 question and idea of
fate
12:39-12:45 Writing down Vocab for the day
vocabulary in the
text
12:45-12:52 Pay attention to the Introduce cumulative creative project
requirements and
idea of the creative
project
12:52-12:55 Collaborating ideas Recap of the events thus far
with peers to
recount the story
12:55-1:10 Read and take notes Read 285-291
on the elements of
tragedy
1:10-1:20 Share and compare Fill up notes/work with partner
notes/fill in the
blanks with partner
1:20-1:25 Apply the elements Closure: What are some examples of the Greek tragedy vocab you can draw on for your
of Greek tragedy to project?
their own lives

Formative Notes on Greek tragedy elements (while reading)

Assessment
What will you do I will give some examples of the notes I have taken on the novel to show I am working with
if students do the text while the students are, as well. I will also be available to answer any questions
not understand? before, during, and after class to make sure students are understanding the text.
Extended Continue to fill up notes for Oedipus Rex Guided Reading Packet
Learning/
Homework

Lesson Plan 2
Instructor Sean Morrisette (MT: Arthur Chiaravalli)
Dates 2/14/17
Essential ?s How do we grapple with the unfairness of the universe?
Lesson Further examine the elements of tragedy as we read deeper into Oedipus while being
Objective(s) exposed to and recognize the higher level vocabulary within the text. Also, students will
break down some of the more complicated text so they can grapple with the deeper
material and understand the purpose of the writing being formed that way.
Standards CCSS.ELA-LITERACY.RL.11-12.2, CCSS.ELA-LITERACY.W.11-12.6, CCSS.ELA-LITERACY.W.11-12.1.B, CCSS.ELA-
LITERACY.RL.11-12.6

Resources/Materi Oedipus Rex, Pencils, Paper, Guided Oedipus Rex packet

als Needed

Time Learning Task Methods or Procedures

12:27 Students will break down Warm up (SOAPSToneS)
- the more complex text and
12:52 understand the meaning
and relevance of the
difficult text
12:52 Students will exemplify the Showcase
- meaning of the text in a
12:55 modern context
12:55 Writing down vocabulary Vocab for the day
- in the text
12:58
12:58 Collaborating ideas with Recap
- peers to recount the story
1:01
1:01- Read and take notes on Read 291-299
1:19 the elements of tragedy
1:19- Notice the techniques Watch clip from Oedipus
1:22 used in a theater
production and verbalize
the differences between
the play and the text
1:23- Consider and discuss the Closure: How do we grapple with the unfairness of the universe?
1:25 deeper question and idea
of unfairness in everyday
contexts
Formative Notes on Greek tragedy elements (while reading), SOAPSToneS breakdown of text
Assessment
What will you do I will give some examples of the notes I have taken on the novel to show I am working with
if students do the text while the students are, as well. I will also be available to answer any questions
not understand? before, during, and after class to make sure students are understanding the text.
Extended Continue to fill up notes for Oedipus Rex Guided Reading Packet
Learning/
Homework

Lesson Plan 3
Instructor Sean Morrisette (MT: Arthur Chiaravalli)
Dates 2/15/17
Essential ?s Is it always good to know the truth? What are some situations where you would rather not know the truth?
Lesson Further examine the elements of tragedy as we read deeper into Oedipus while being
Objective(s) exposed to and recognize the higher level vocabulary within the text.
Standards CCSS.ELA-LITERACY.RL.11-12.2, CCSS.ELA-LITERACY.W.11-12.1.B, CCSS.ELA-LITERACY.RL.11-12.6
Resources/Materi Oedipus Rex, Pencils, Paper, Guided Oedipus Rex packet
als Needed

Time Learning Task Methods or Procedures

12:27 Consider and discuss the Warm up: essential question (claim, evidence, warrant) Is it always good to know the
- deeper question and idea truth? What are some situations where you would rather not know the truth?
12:34 of truth and ignorance
12:34 Students will see my Go into my exemplar of project (rubric)
- exemplar and hopefully
12:40 generate some ideas of
how to do the project
12:40 Students will swap and Give one get one with elements of tragedy
- compare notes they have
12:50 taken on the book
12:50 Writing down vocabulary in Vocab for the day
- the text
12:55
12:55 Collaborating ideas with Recap
- peers to recount the story
12:58
12:58 Read and take notes on Read 299-307
- the elements of tragedy
1:20
1:20- Consider the skills and Closure: What visual medium do you think would be a way you could present your project?
1:25 materials needed to make
their projects come to life

Formative Notes on Greek tragedy elements (while reading)

Assessment
What will you do I will give some examples of the notes I have taken on the novel to show I am working with
if students do the text while the students are, as well. I will also be available to answer any questions
not understand? before, during, and after class to make sure students are understanding the text.
Extended Continue to fill up notes for Oedipus Rex Guided Reading Packet
Learning/
Homework