Jordan Lewis, Lesson Plan Dr.

Cherner, November 7, 2012 Antigone and the Five Paragraph Essay

Subject Area and Grade Level Unit Title & Unit Goal Lesson Title & Instructional Objective Materials & Media*

World Literature, 10th grade Fall (late October) 2012 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.

Standards

1. 2. 3. 4. 5. 6.

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. 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 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. 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. 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. 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, Turabians Manual for Writers) appropriate for the discipline and writing type. 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 audiences knowledge of the topic.

Instructional Procedures

7. I. ENTER: Illustrating Allusions (15-20 minutes) 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 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.

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

1. Kore 2. Hades 3. a hole in the ground 4. Demeter 5. the sun 6. Pomegranate 7. Winter 8. thigh 9. Semele 10. Bacchus 11. Iacchus 12. Evius 13. Maenads 14. Eleusis 15. Dionysus 16 Demeter 17. Persephone 18. Aphrodite 19. Hephaestus 20. Girdle 21. Dionysos 22. Antiopes 23. Amphion 24. Zethus 25. Twelve 26. Titan War 27. Weather 28. Thunderstorms 29. Prophets 30. Tiresias 31. bird signs 32. Animal entrails 33. daughters son 34. Acrisius 35. shower of gold 36. Perseus 37. wooden chest 38. Furies 39. Homicide 40. unfilial conduct 41. Perjury 42. patricide or matricide 43. Alecto 44. Magaera, 45. Tisiphone 46. the Queen of Thebes 47. Boetia 48. Tantalus 49. Amphion 50. prophecy and music 51. the virgin goddess of the wild 52. Pelops 53. ambrosia 54. in a pool of water 55. Dryas 56. a trunk of ivy 57. ox-goad 58. Thrace 59. Cadmeia 60. Europa 61. Thrace 62. Zethus 63. seven daughters 64. citadel 65. underworld 66. Hades 67. Heracles 68. Epirus 69. Pain 70. Kharon 71. white full moon 72. warriors 73. jewel or rock 74. Jason 75. Aress 76. crossroads 77. guardian of the household 78. protector of everything newly born 79. the goddess of witchcraft 80. moon-goddess 81. Persephones 82. limestone 83. Corycian nymphs 84. fountain Castalia 85. write poetry 86. Aeschylus 87. Seven Against Thebes 88. Oedipodea 89. seven captains 90. fire 91. metalworking 92. sculpture 93. golden throne 94. Dionysis 95. Aphrodite 96. shriveled foot 97. Aphrodite 98. Deimos 99. Phobos 100. embarrassment/humiliation

Antigones 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 provide 4. 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.

KEY

RUBRIC 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. Poster I. The content of the poster was related to the allusion I. 3-Strong, 2-Weak, 1-Unrelated, 0-Incomplete II. The poster was creative, it had a lot of color and was engaging I. 3-Very Creative, 2-Some Creativity ,1-Weak Effort, 0No illustrations III. Linking the Allusion I. Uses context clues to interpret the allusion as used in the text I. 3-Strong Understanding, 2-Some Understanding, 1Little Understanding, 0-Incomplete or Unused II. Provides logical reasoning behind interpretaion of allusion I. 3-Strong, 2-Weak, 1-Unrelated, 0-Incomplete I.

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.
Persephone is also known as _1_, and is the goddess queen of the underworld. Because she was so beautiful, ___2__, the King of the Underworld, asked Zeus, her father if he could marry her. Zeus grants him permission, but instead of meeting Persephone to court her, she is snatched from __3___. Hearing her daughters screams, her mother, __4__, roams the world searching for her lost daughter. While her daughter is missing, she curses the earth, not allowing any growth and fertility. Helios, __5__, eventually tells of where Persephone is which causes Zeus to have to bargain with the King of the Underworld to get Persephone back. Because she loves both her husband and her mother, Persephone eats part of an enchanted __6__ so she can spend time with both her mother and her husband. When Persephone is spending her months in the underworld, the earth becomes barren, and __7__ begins. Dionysos, also spelled Dionysus, was the god of grape harvest, wine, ritual madness (partying) and ecstasy. Dionysus was born from the __8__ of his father Zeus because Zeus saved him as a fetus from his mothers womb as she died. His mother,__9__, died because Zeuss wife Hera tricked her into testing Zeuss power, which kills a mortal if they are shown the power of the gods. Although there are several mythical stories about him, Dionysus is also important because there was a festival for him each spring and he was a god of emotional freedom. Dionysos was sometimes called__10__, __11__, and __12__. There were several cults that followed Dionysos, but he was known for having several women follow and worship him. These women were called __13__ or Bacchants, and were often banned from cities because their behavior was undesirable.

The Eleusinian Mysteries were secret initiation ceremonies held in ancient Greece. This ceremony was based in the city of __14__ and was led by one of the most important cults of this time. Three gods were worshipped in this cult:__15__, __16__, and __17__. This cult, unlike the religious beliefs of that time, believed that there was a paradise that awaited their believers after death. There were two types of ceremonies, the lesser, held every year, and the greater, held every five years. __19__ is the goddess of love, beauty, pleasure, and procreation. She was so beautiful that she was thought to be a dangerous to the peace of the land, so Zeus, her father, made her marry __19__, who was the smith god. He made her a __20__of gold and jewels as a gift which she later used to seduce both gods and mortals. Dirces Stream is a sacred stream of the god__21__. It is said that she was transformed into the stream, or, that she was thrown into the stream. With either version, Dirce was saved by the gods while she was being punished by __22__ sons, who tied her to the horns of a wild bull to be killed. The sons, __23__ and __24__, wanted to plot revenge on Dirce for her mistreatment of their mother. Olympos or Mount Olympus, is a mountain range in Greece where it was believed that the gods lived. The most important gods, called Olympian gods, lived there. Only __25__ of these gods lived there, but is the setting of many Greek mythical stories. It was formed after the gods won the __26__. Zeus was the supreme ruler of Mount Olympus and of the Pantheon of gods who lived there. He was worshiped as a __27__ god and believed to throw lightning bolts from his hands and would send __28__ against his enemies. Zeus was married to Hera, but had several affairs and numerous children outside of his marriage. Several mythical stories involve Zeus, he was the most powerful god.

G R O U P 2

G R O U P

In order to understand the will of the gods, the Greeks used many methods including consulting the oracles. __29__, or specially chosen priests, were the only people who could interpret the messages from the gods. The blink seer in Antigone, __30__ is a very famous prophet in Greek Myths, so the audience would have known his predictions were going to come to pass. The oracle is not only the name of the message, but also the name of the place where the mortals would go to consult the gods, and the gods will answer their questions. A seer, would be able to interpret the signs sent my the gods through__31__, __32__, and other messages. The oracles were consulted for personal and political matters. Danaes beauty was well known throughout the land, but her father tried to hide it because of a prophesy that he heard where he is to be killed by his__33__. Danaes father, __34__, put her in a tall tower so no man or god could get in the tower and make her pregnant; however, Zeus transformed himself into a __35__ to pour through the roof to get to Danae. They have a son, __36__, and Danaes father, not wanting to upset the gods by killing Zeus son, ships them off to a remote island in a __37__, and hopes that they would die or get lost so his grandson could never come back and fulfill the prophesy. Eventually, he grows up and unknowingly kills his grandfather later in life. Erinyes are the infernal goddesses sometimes connected to the __38__in Roman mythology. These women were servants of Hades and Persephone in the underworld. The goddesses were responsible for punishing against four crimes: __39__, __40__, crimes against the gods and __41__. They were originally just personifications of a curse pronounced upon someone by the victim of the crime. The most severe of the crime was __42__. Although there is no stated number of Furies, there is believed to be three that are named: __43__ , __44__ and __45__.

G R O U P 1

G R O U P 3
G R O U P 4

G R O U P 5

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

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 Artemis, m__51__, were sent to kill all fourteen of Niobes 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 wouldnt 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 6

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, Cadmuss 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 Amphionsn__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 wasnt a prominent figure in the myths, until he was later referred to Pluto; the underworlds 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 dragon; therefore the allusion of Dragon Field. When Cadmuss 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 wouldnt 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 the teeth. They posed a threat to Cadmus, but by throwing in a __73__amongst them, he was able to have them fight each other instead of him. Only five of the soldiers remained, all injured. Cadmus gave the rest of the teeth to Athena, who is believe to have given them to __74__, and Cadmus became __75__ servant for eight years to repay him for killing his dragon.

G R O U P 9

Hecate, a witch-goddess of the __76__, is associated with death and is often shown in triple form. The three paths are the __78__, __79__, and __80__. Although she 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 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.

Parnassos is a mountain range in central Greece. It is made of __82__. This mountain was sacred to Apollo and the__83__. Parnassus was also the site of __84__ the and the home of the muses, which a nymph was transformed into. Anyone who drinks her waters or listens to the sound of it would be inspired to __85__ .

G R O U P
1 0

G R O U P 7

G R O U P 8

G The Seven Gates of Thebes refers to a play by __86__ Sophocles. R that goes along with the Theban Plays of called the His play, titled __87__ (sometimes O __88__) is about Thebes after the death of Oedipus U when his son Eteocles rule and his other son Polynices raised an army against him. The army had P __89__ that lead the Argive army against the seven 1 0
gates in the city of Thebes. In front of the seventh gate, Eteocles and Polynices meet to fight and kill each other, this happens before the play Antigone.

G R O U P 1 1

Hephaistos, or Hephaestus, was the only Olympian to return to Olympus after being exiled. This god of__90__, __91__, stonemasonry, and the art __92__, of was the son of Zeus and Hera. His symbols Hephaestus was kicked out off of Mt. 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__ was finally able to have Hephaestus break the spell by giving him a lot of wine and having dancing women convince him to break the spell. His father gave him the most prized woman, __95__, to marry which was an honor because he was disabled with a __96__; however, she was known for having numerous extra-marital affairs. Ares the god of war and another child of Zeus and Hera. Although Ares was a masculine god, he was also considered the most hateful god. He, like his 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) 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 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 theyve 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:

SW-

Study the question What does it want?

A- Align your thoughts GGet it on paper

SCORE

Presents a clear central idea about the topic CONTENT/ DEVELOPMENT Fully develops the central idea with specific, relevant details Sustains focus on central idea throughout the writing Has an effective introduction, ORGANIZATION body, and conclusion. Provides a smooth progression of ideas throughout the writing. 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 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.

VOICE

CONVENTIONS

SCORE
CONTENT/ DEVELOPMENT

4
Presents a clear central idea about the topic

3
Presents a central idea about the topic

2
Central idea may be unclear

1
There is no clear central idea Details are sparse and/ or confusing There is no sense of focus

Fully develops the central idea with specific, relevant details

Sustains focus on central idea throughout the writing

Details need elaboration to clarify the central idea Develops the central idea but details are general, Focus may shift or be lost or the elaboration may causing confusion for the be uneven reader Focus may shift slightly, but is generally sustained

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. Uses both general and precise vocabulary

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

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

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

CONVENTIONS

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

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

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 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

Antigone Writing Prompt

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 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.

Jordan Lewis, Lesson Plan Dr. Cherner, November 7, 2012 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. 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 prewriting/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.
Organization: OUTLINING YOUR IDEAS
Developing the body of your paper

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 type of things would this person show you? What would you do? 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?

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.

A- Align your thoughts

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? 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?

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?

2.

II.
The Writing Process
The most important part of writing is the prewriting. 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

Graded For SWAG

Looking for and using textual evidence

Ending your paper: the conclusion and self-edit

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: ____________________ ________________________________ I. Specific Example:__________ ____________________________ I. Support for that example: ___ ____________________________ II. Conclusion:_______________________ ____________________________________

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: ____________________ ________________________________ I. Specific Example:__________ ____________________________ I. Support for that example: ___ ____________________________ II. Conclusion:_______________________ ____________________________________

Introduction (General Statement & Specific Purpose):

Thesis: Support 1 Idea: Support 2 Idea: Support 3 Idea:

Quote:

Quote:

Quote:

Rationale:

Rationale:

Rationale:

Conclusion:

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

Five Paragraph Essay: Introductory Paragraph

General Statement

General Statement

TOPIC: Topic Sentence

II. Paragraph 1 Topic: Topic Sentence

Specific Purpose

Specific Purpose

Supportive Statement

Supportive Statement

Thesis

Textual Evidence

Textual Evidence

Thesis

Connect the Evidence

Connect the Evidence

Transitional Sentence

Transitional Sentence

III. Paragraph 3 Topic: Topic Sentence

IV. Paragraph 4 Topic: Topic Sentence

Restate the Thesis

CONCLUSION: Inverting the Thesis Paragraph

Summarization or General Thought about Key

Supportive Statement

Supportive Statement
Restate the Thesis

Textual Evidence

Textual Evidence
General or World View Closing Statement

Summarization or General Thought about Key

Connect the Evidence

Connect the Evidence

Transitional Sentence

Transitional Sentence

General or World View Closing Statement

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

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 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 1 So Tragic!

Summary Introduction to Greek Tragedies Lecture and Vocabulary activity Antigone Allusions Day 1 Assignment (Jigsaw, Fill in the Blank, Poster) Introduction to the Five Paragraph Essay and Prompts Allusions Day One Beginning of Antigone (30 minutes) Allusions Day Two Thesis lecture and Organizer Continue Reading Antigone

Reorganizing a Classic

Thesis, Not One of the Gods

Jordan Lewis, Lesson Plan Dr. Cherner, November 7, 2012 4 On to the Next: Transitions 5 Dissecting the Body-paragraph Thesis continued, Intro to Topic sentences and Transitional sentences. Allusions Day Three Continue Reading Antigone Allusions Day Four The body paragraph(s) is explained Use graphic organizer to track and monitor thoughts Gather textual evidence from what weve read so far Antigone Classroom semi-play Vocabulary Review Activity [synonym, antonyms, sentence, blocks] Antigone Classroom Semi-play Conclusion paragraph lecture Putting together the pieces Antigone Classroom Semi-play Compilation of all parts of the paper. Filling in sentences Vocabulary Quiz In-Class writing. Thesaurus and dictionary use Half day for in class typing and conferences Antigone Quiz Review of the writing process Half day for in class typing and conferences

Classroom Coliseum

Lets bury this: Putting an end to a Paper Final Act Thesaurus, the god of synonyms Such a Tragic End

8 9

10

Assessment

Units Essential

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 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.