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This schedule/syllabus is subject to change or revision.

What students will need for this Unit:

A 3-ring binder, to be decorated for credit

10 dividers for notebook (any kind)

Paper to write notes on daily and to do assignments with

(optional) a binder punch to punch handouts and materials

Pens and pencils (extras just in case)

Pens need to be dark blue or black for notes. Black is preferred.

The class textbook - we will be reading daily in this for the Unit

(optional) a paperback copy of Antigone to read at home

A dictionary to look up vocabulary word homework

Decoration materials to decorate notebook such as glue, paper, etc.*

Students will be able to use decoration materials Mrs. Sheppard will bring from home as well.


Day One of Antigone Unit - Thursday, 1-26

A)   Pretest of Unit (30 minutes) - already done for most

B)    PowerPoint about Ancient Greece and background for Antigone Unit (20 minutes, with discussion/talk about slides)

(20- minutes)

C)    We read Antigone, first section, pages 672-677 in the classbook, Lines 1-410 in the paperback copy of Antigone , from the Richard Emil Braun translation from Barnes and Noble. (paperback copy of Antigone is not required). We are reading until the sentry leaves Creons (sp - needs an apostrophe) audience after being in danger for his life. See the class website for additional links and help on the readings and/or Antigone Unit.

(20 minutes)

We will break into our new groups today, depending on time. The groups will answer the study questions that we will discuss tomorrow.


Today: We have an overview of Ancient Greece, Sophocles, Greek culture, their gods and goddesses, mythology, Greek theater in a PowerPoint presentation. We will start to read Antigone today as a class.


About the Antigone Folder: Each student will have an Antigone Folder. The Antigone Folder is to be kept with (1) Notes from Class (2) Group notes (3) Assigned reflections/writing (4) Flyers from the Unit. See below for how the folder is to be organized.

The folder will be a one inch to two inch folder (depending on how big the chosen student projects will be) that the students will decorate this week and on the weekend. Judging of folders will take place next Friday. Students will be judged for originality, balance of composition, use of color and design, etc. The cover of the folder should say Antigone Folder. Inside, divisions will be made with dividers. The dividers will say:

  1. Background (to Antigone)
  2. Notes from Class (Dated daily notes from class will be included here).
  3. Handouts – students may also keep handouts and flyers here.
  4. Journal Writing
  5. Group Work/Project(s) – any Webquest notes and work will be kept here.
  6. Individual Work/Project(s) – Extra credit or Individual Research will be kept here.
  7. Vocabulary – vocabulary for weekly quizzes will be kept here.
  8. Greek Mythology – notes from the first day (review of Greek Mythology) will be kept here, with any other information the student gathers for the notebook.
  9. Writing Assignments/Homework – journal writing for Antigone and Antigone homework will be kept in this section.
  10. A Miscellaneous section for all other materials.

ADDITIONAL INFORMATION ADDED 1-25-05: BACKGROUND TO UNIT: THE STORY OF OEDIPUS AND HOW ANTIGONE CAME TO BE WITH HER FATHER. (a worksheet... in my files) This short history is handed out to the students so they can better understand these characters. A short storytelling of the story is also added here.

Students will make a cover page and a Table of Contents for their folder. After the folder is completed, students will number the pages by hand in the lower middle part of each page.

Corrected assignments and tests will be kept in the folder. It will be up to each student to keep his or her folder neat and organized. Completed folders will be graded for neatness, completeness, quality of note-taking, and organization. This folder activity will be part of the Personal Growth Plan, and help with class material organization.

(10 minutes)


LINK TO PRETEST FILE - also: IMPORTANT: please do not take pre-test or look at pre-test before taking it. Thanks.

The pretest on Day One of the Unit will measure each student’s understanding of Greek theater, the Freytag Pyramid, Greek mythology, and some vocabulary words. This pretest will not be graded. It will see where the students are as far as their prior knowledge of this unit.

We read Antigone today and answer the first Study Guide question in new groups today if time permits. Students will bring the completed Study Guide to class to hand in at the beginning of class for a grade.

Pretest Questions:

  1. What do you know about the Greek pantheon (gods and goddesses of ancient times in Greece)? Write what you know about each. You may also write a short synopsis or brief overview of any myths that you know, taking into consideration the time element of this pretest Use extra paper if you want to.
  1. Are you familiar with the Freytag Pyramid? If yes, please draw one and indicate each part of the Freytag Pyramid, showing Exposition, Rising Action, etc.
  1. What are the characteristics of Ancient Greek Tragedy? How does Greek tragedy differ from a tragic movie or play of today?
  1. Define the following words:

choragus, chorus, doddering, sententious, anarchist, tragedy, sultry, Mt. Olympus, Niobe, compulsive, transcend, deference, subordinate, malicious, anarchy slacken,perverse, Maenad, Mount Parnassos, Pluto, Athena, lamentation, dirge, civic, submission, rash (adj)

  1. What is a Tragic Flaw or Hamartia?
  1. What is Hubris?
  1. What is a theme in literature or in a play?
  1. Who was Oedipus? Do you know his story?
  1. What relationship does Antigone have with Oedipus?
  1. Why does Antigone make the decisions that she makes in the play, Antigone?
  1. What do you think will happen to Creon after the play, Antigone?

Overview from the Classzone site:


The reading for tonight:

In the battle for the throne of Thebes, Antigone_s (_ is an apostrophe) brother Eteocles has died defending the city, while her brother Polyneices has died attacking it. Creon, the king of Thebes, has sworn that although Eteocles has been given a soldier's funeral, Polyneices_ (parenthesis missing here) body will remain unburied.

quoted from the classroom zone site, above.

Each student may purchase a paperback copy of Antigone or read the textbook version as homework. We will be using the textbook every day in class. We will be reading selected passages of the play in class and answering questions about the reading.

DAILY NOTES: students will keep notes every day for class of presentations and lecture materials. Notes and folders will be graded weekly. Each daily notes entry will be graded for:

  1. Neatness (I must be able to read your handwriting. If you have very bad handwriting, you may consider typing your notes for the next day, if possible, for a better grade. This may also help you remember key facts if you have a visual learning style.)
  2. Completeness (notes from every class period)
  3. Correct format (date and name on each notes page)
  4. Students may want to invest in a 3-hole punch to be able to put all their papers and drawings (if any) in their 3-ring binder.

Use a dark pen for notes, as a dark pen is easier to read. Notes may be kept on lined or unlined paper. Please try to obtain paper that is not torn from a ringed notebook. This paper tends to split off on the edges.

Students will write for 5 minutes in their class journals:

1. What did we do today?
2. What did I learn from the lesson today?

(5 minutes)


Read page 666 and 667 in your book about The Greek Theater and background to the play Antigone. This will help your understanding of the play. Take at least one page of notes, either handwritten or typed. Put these in your Antigone folder in the notes section. Each student will look up Vocabulary words each day and put the definitions in their Antigone folder to have for the quiz on Friday. Students will fill out the Study Guide below to turn in at the beginning of class:


Questions for Day One Reading of Antigone: (to be filled out as homework and turned in tomorrow before class)

1.  What differences do you notice between Antigone and her sister, Ismene?

2. Why do you think that Ismene will not help her sister with her plan?

3. Do you think Antigone has thought her decision through? Why or why not?

4. Why does Antigone get so angry at her sister? Do you think that Ismene is being practical or that she is being cowardly? What reasons do you have for that opinion?

5. Do you think that Creon’s punishment of Polyneices is just and fair?

  1. Why did the sentry tell Creon about the burial of Polyneices?
  1. At the end of the reading today, why does the sentry say, at any rate, I am safe? (attn: quotes do not work in this web section. I have had to go back and change places that have quotes and dashes).

Vocabulary words for today: yawning, swagger, matchless, absolute, choragus, chorus, sentry, doddering, intolerable, demoralizing, sententious, anarchist, senile, hubris, tragedy.

Each group will illustrate one word each on Word Cards today or next period to help everyone learn the vocabulary words. (20 minutes)

We will have a vocabulary quiz on Friday covering the words and names learned this week.

Names for today: Creon, Oedipus, Ismene, Antigone, Eteocles, Polyneices, Zeus.

GET HOMEWORK FILE HERE for homework for Tuesday night and an overview of what you need for your notebook.

Study hint: You can use study skills at the Study Skills website to help you remember vocabulary, words, and concepts. See the Study Skills websites at:



HOMEWORK AT HOME: Write down three questions about the reading that you would like answered tomorrow. We will collect these questions. Each question should have your name on it.


Day Two of Antigone Unit - Friday, 1-27-06

1: Students hand in their Study Guide questions for a grade. Vocabulary definitions will be kept in the students_ (an apostrophe goes here) Antigone study folder.

2: Students will receive any handouts and the Homework Reading study guide for tomorrow.

Each student will write three questions that they would like answered from the reading they did yesterday or as homework and they will go into the Reading Question Box. The students will draw three questions from this box to answer. Students will take notes today to go into their Antigone folders.

After the class answers each question, the students will be quizzed on two or three of them without looking at their notes. They will hand this quiz in for a grade. Each will have their name and class period at the top.

(20 minutes)

The students will write two paragraphs about a time that they felt that they had to do something that was right that went against what other people wanted them to do.  They will hand these in for a grade.

(10 minutes)

Antigone Journal Question (10 minutes): What do you think will happen next in this play? Justify your answer (give reasons for your opinion). This question will be done during class and will be turned in for a grade. Date this question and put your name on it, then hand it in to Mrs. Sheppard_s (space for apostrophe) IN box on her desk.

After students get this paper back, it will go into the Notes from Class section of the Antigone folder.

(10 minutes)

Explain: students have until Monday to purchase or obtain their Antigone folders to decorate. They can decorate their folders at home or during class. Judging of folders will take place on next Friday.

Students will write for 5 minutes in their class journals:

What did we do today?

What did I learn from the lesson today?

(5 minutes)


Students will read page 677 through 681 today in the textbook. We will read part of or all of this assignment in class if there is time. The students will complete the reading at home, or during SSR time (Selected Silent Reading time). The selected reading ends when the guards escort Ismene and Antigone into the palace, and Creon follows. This is line 160 in the book, and 719 in the Braun  book.  Every student will do the Study Guide questions every day to turn in the next day as homework at the beginning of class, before the class discussion. Vocabulary words will be defined each day and kept in the students’ Antigone folder to study for the quiz on Friday.


  1. Why does the Chorus chant that nothing is more wonderful than man on page 677? (the beginning of the reading). Do you agree with that passage? Why or why not?
  1. Do you think that the sentry felt sorry for Antigone? Why or why not?
  1. What explanation does Antigone give to Creon the King for disobeying his edict?
  1. Why did Creon say, Like father, like daughter? (line 76, quote #9, page 679)
  1. Why do you think that Creon is being hard-hearted towards Antigone?
  1. a) Is Antigone showing proper respect to Creon? b) Is Creon showing proper respect to Antigone? Why or why not?
  1. Why does Antigone say that other people keep their tongues in leash? (page 680)
  1. Ismene seems to have a change of heart on page 681 (line 134, 685 in Braun book). Why does she now want to suffer along with her sister, do you think?
  1. Creon loses patience after talking to Antigone. Why do you think he does that?
  1. Why do you think that Ismene is so attached to her sister?
  1. Why does Creon say that one sister has lost her mind, and the other seems never to have had a mind at all? What do you think he means by that? Which sister do you think is which in his description?

We will break into groups to do part of the questions before we go home


(20 min.)



inexhaustible, furrow, windward, proclamation, folly, curb (for a horse), traitor, sultry, Mt. Olympus, distasteful, dazzle, Niobe.

Students will read the second section of Antigone today, time permitting. (20 minutes)

Today students will have 20 minutes of SSR time (Sustained Silent Reading). Students may read their Antigone assignment or read their assigned novel during this period.

a temple at Corinth

Day Three of Antigone Unit - Monday, 1-30 - 06

#1 Students hand in their Study Guide first thing.

VOCABULARY FOR TODAY: vengeance, vile, compulsive, passionate, transcend, embers, ancient, deference, attentive, subordinate, dutiful, contempt, obedience, malicious, anarchy (same word, different form), slacken, justice, proposes, trample, perverse, raving. Students may already know some of these words.

HOMEWORK FOR TODAY: Read page 682 through page 688. This is also page 45-52 of the Braun book or to 925. The end of the reading has Haimon, Antigone_s betrothed, angrily leaving an audience with his father Creon. He says, Go on raving as long as you_ve a friend to endure you: or (the Braun translation, Stay with your friends, if these are friends, and rave at them, if they’ll listen.

Students will complete the Study Guide and study the vocabulary words. Also, they will bring in three questions for the class to answer tomorrow. Three of the class questions will be selected to include on the Antigone Quiz, which will be tomorrow.


  1. The chorus on page 682 (beginning of the reading) seems to think that there is a curse upon Antigone’s family. Is this true? What started this curse?
  1. Why does Haimon seem to agree with his father on page 685? Do you really think he means what he says? (No marriage means more to me than your continuing wisdom...)
  1. Why does Creon believe he must punish Antigone?
  1. Do you think that Haimon does a good job of trying to convince his father to change his mind? Why or why not?
  1. What does Haimon mean when he says, It is no City if it takes orders from one voice? (page 687 in textbook, page 50 in Braun book.
  1. Why do you think that Creon says that he should let Antigone die in front of Haimon?
  1. Why does Haimon say that his father will never see his face again?

We will read today using the popcorn method (students may pass the reading to the next person). Each person can read one character_s (an apostrophe goes here!) dialogue for a half a page, then the next person will take over.

 (30 minutes)

Groups will meet today to pick objects and pictures to use for a Word Scavenger Hunt. Each group will be selecting words from the Word Study Lists for Antigone to use for this project. Students may bring in slide shows, books, collages, picture books, newspapers or comics to illustrate the vocabulary words they choose. Students may work for 20 minutes on this project today.

(20 minutes)

Groups will receive points for this activity, which will take place next Thursday. They will choose the objects they will make or bring for the Scavenger Hunt. The more words each group does, the more points they will get. Points: each group receives:

  1. 3 points for an actual object
  2. 2 points for a model
  3. 1 point for a picture

for each word. If a drawing is used, it must be an original drawing that takes some time to make. Teams must keep absolute secrecy about their words because otherwise other groups might copy them.

Also, groups will select which word that they would like to photograph for the Bulletin Board. Groups will act out the word in the photograph. (Example: for the word “murmur”, a group might wish to pantomime whispering). Mrs. Sheppard will be photographing each group’s word on Friday.

(30 minutes)

Students may have a chance to decorate their folders today for at least 15 minutes, if we have time.

Students will write for 5 minutes in their class journals:

  1. What did we do today?
  2. What did I learn from the lesson today?

(5 minutes)


Day four of Antigone Unit: - Tuesday

  1. Students will hand in their Study Guide questions.

2. We will discuss the Study Guide questions and take other questions from the class to answer, picking three of these to include on the quiz today as written answers. Each student will write three questions they want answered from Antigone, and the class will answer the questions. We will select three of these to include on the quiz.

(20 minutes)

We will have a short quiz on important concepts, ideas and some vocabulary from this week’s study of Antigone. We will also have a short answer section. The quiz will be on Friday.


(15 minutes)

Today we will hand out choices for the Personal Assignment for Antigone and the Group Assignment.

HOMEWORK FOR TODAY: We will read pages 688 through 694 in the textbook, pages 52-64. Creon has a change of heart and hurries out of the palace with axes and servants. Students will continue reading the assignment and complete the Study Guide questions over the weekend. Students will decorate their Antigone Folder by next Wednesday, when they will be graded by the class using a Grading Rubric. Students will complete a Journal entry today (see below).

(30 minutes)

Groups may work to answer study guide questions if the reading has been completed. Otherwise, these questions will be homework questions.

(20 minutes)

Study Guide Questions:

  1. Why is Creon so hard-hearted to Antigone?
  1. Why does the chorus on page 689 of the textbook say that Antigone is not without a kind of honor?
  1. Why does Antigone talk about the blasphemy of her birth? What does she mean?
  1. Why does Creon say that his hands will be clean after taking Antigone to the vault or tomb?
  1. Does Antigone feel that she has made a mistake? Why or why not?
  1. Why does Tiresias come to see Creon?
  1. Why does Creon treat Tiresias with a lack of respect?
  1. Creon finally allows Tiresias_ (apostrophe goes here) words to affect him. Why does he finally change his mind and decide to honor the laws of the gods?

Antigone journal homework entry: What do you think will happen next in the story? Why do you think that?

(5 minutes)

Today each group will illustrate their chosen word for the bulletin board.

(15 minutes)

While one group is doing their word, other groups will be getting information ready for the Group Webquest.

Students will have 15 minutes of SSR (Sustained silent reading) today. They may read the Antigone assignment or their assigned novel.

(15 minutes)

Journal entry for class:

(5 minutes)

  1. What did I do today in class?
  2. What did I learn from today?

Day Five of Antigone Unit

We complete the reading of Antigone today. This is pages 694-698 in the Class textbook. We will read this section in class today, using the popcorn method.

(30-45 minutes)

We will then break into groups to complete the Study Guide in class today.

(20 minutes)

Study Guide questions:

  1. Why is the Chorus and Choragos talking about the gods on page 694 at the start of our reading today?
  2. Why did Antigone decide to kill herself?
  3. Why did Haiman spit in his father’s face?
  4. Why does Creon say, The pains that men will take to come to pain? (Page 696 in the book)
  5. Why do you think that the play ended the way it did?
  6. What do you think will happen now to Creon the king?
  7. Do you think that Creon’s subjects will respect him now?
  8. Do you think that Creon will ever marry again or have more children? Why or why not?
  9. What modern-day burial customs are you aware of? See page 699 in the book in the Beyond Literature section. Do you think that people in the United States and those in other countries care about burial customs as much as they did back in Ancient Greek times? How do burial customs reflect the beliefs and needs of a culture?
  10. Have you seen tragic movies or read tragic books that remind you of this play?
  11. Why do you think that this play has lasted since ancient Greek times and is still studied today?

Journal entry for today:

  1. What have I done today?
  2. What have I learned from what I have done today?

Vocabulary words for today:

Maenad, Mount Parnassos, Pluto, Athena, victorious, cavern, vault, lamentation, dirge, civic, submission, rash (adj)

Groups will share their answers with each other and discuss any differences.

(15 minutes)

Reminder: the Antigone decorated notebooks/folders are due on Wednesday, Feb. 1st. (in two days).

Each group can select from the following list of projects they will do for next week. Individuals may also select a project to do by themselves, in addition to the group project.

Dramatic Project:

Groups will select which scene or section from a scene they will act out in two weeks. (by Friday, February 10th). Each person in the group will be either a character or represent the chorus or choragus. (chorus leader). Each person may play more than one character. Groups may update the scene to be either in modern times OR may paraphrase the dialogue to be more easily understood for the class. The presentations of the scenes will be approx. 10 minutes or less. Groups may present in costume or not in costume. All presentations will be graded by the class using a Presentation Rubric. Groups may choose to use music, dancing, props, scenery, musical instruments or other devices to make their presentation more interesting. Each presentation will be due next Friday, February 3rd. We will have time in class to rehearse these presentations.

Cooking Project:

Groups will bring in authentic recipes from the Ancient Greek time period of the play, Antigone. Each recipe will be researched in the library and include copies for everyone in the class to have for their Antigone notebook. Every recipe will be OK_d (another apostrophe goes here) by Mrs. Sheppard before it is made, and tasted by her before the class tastes it. The group will make sure no person in the class is allergic to any ingredients in the recipes. All ingredients will be listed on the recipe card(s) or flyer(s) given to the class. They will be responsible for:

  1. Making the food
  2. Presenting the food
  3. Explaining about the food and customs of Ancient Greece concerning the food(s).

Dance and Costume Project:

The group will demonstrate a dance from ancient Greece or show pictures of dances and/or costumes from the period. They may do this in a PowerPoint presentation, or use collages or a Presentation Board. Some songs may be ancient ones. The group may choose to share modern Greek songs that may be from the ancient period. What dances were popular during the time of Ancient Greece? What role did music play in the lives of ordinary people? Of royalty?

Ancient and Modern Greek Music:

The group will investigate music, musical instruments, and songs of Ancient and Modern Greece. What kinds of instruments did they have during this period? Was music an important part of the culture of ancient Greece? The group will investigate music and present their findings to the class. They will research in the library using books and/or the internet to research their project. Modern Music: What kind of music do Greek people listen to today? Are there people who like the same kind of music that people in the United States like? Do you think that Ancient Music lives on in some modern music? This group can bring music in to share that is either from Greece or is influenced by ancient or modern Greece.

Ancient Greek History:

The group will investigate Ancient Greece. What was life like in ancient Greece? What were city-states? What wars or conflicts happened during this period? What clothing did people wear? What jobs did they have? The group will explore this important period and touch on the Arts, Entertainment, Jobs, Daily Life, and Architecture to share with the class. This group may choose to make a model of the city, a house, posters, a PowerPoint presentation, or show illustrations from interesting books on Ancient Greece. What was fascinating about ancient Greece? What things can you discover to share with the class?

The Gods and Goddesses of Ancient Greece – Who were they? Did the ancient Greeks all believe in them? Who did not believe in them? What is the definition of Pantheon? This group will research the ancient Greek gods and goddesses and tell some myth stories about them. These stories can be very fascinating. The gods and goddesses of ancient Greece had some very human-like qualities, such as jealousy, hatred, love, and humor. This group will help the class learn about the time of Ancient Greece by showing the relationships between the people and their gods. Who really was in charge on Mount Olympus? What lessons can the myths and legends of ancient Greece have for us today? This group may choose to act the roles of the gods and goddesses in a modern-day play. They might like to make a PowerPoint presentation or do a movie.

Sophocles and the Playwrights of Ancient Greece

Who was Sophocles? When did he live? What was his life like? A curious class wants to know! This group will research Sophocles and other important playwrights of ancient Greece. This group may choose to make a PowerPoint presentation or to build a website about Sophocles. They may want to share a poster or pictures of him. Was Sophocles the best playwright in Ancient Greece? What other plays did he write? Who were some of the other famous playwrights in ancient Greece? What was it like to go to a play during this time? This group will do an in-depth look at what made Sophocles great and what makes the plays of ancient Greece great even today.

The Elements of a Tragedy

What makes a true tragedy? This group will explain all about tragedy – explaining the word catharsis and explaining what a tragedy consists of. They will also give some examples of other plays or movies that can be called tragedies. What is a tragic flaw or hamartis? Why do you think that a tragedy can be useful to read or watch as a play? What are some of the most famous tragedies in history? What makes them great? Do we need to identify with the characters in a tragedy in order to really understand the play? Do you think that seeing a tragedy in person could make it more powerful? Do you think there are tragedies going on the world today? What are they?


Personal Choice or Group Choice Assignment

You personally or your group may choose to do your own project, which will be an aspect of ancient Greece or Greek History. Run your idea by Mrs. Sheppard for an OK. This is a chance to explore an aspect of ancient Greek life that you would like to learn about and will be able to teach your classmates about. You will want to be creative and imaginative in doing an interesting custom project. What is your interest? Sports? Pets? Medicine? Books? Famous people of the day? Architecture? Family relationships? There are many subjects to choose from for this assignment if you or your group choose to do a custom Choice project.

Groups and individuals have two weeks to complete this project. Time will be given in class also. Group members may work outside of class if needed. Projects are due on Friday, Feb. 10th.

Groups will sign up today for which project they want. Ask Mrs. Sheppard for the signup sheet.

(15 minutes)

Groups may find ideas and sources here on the Source Links Page:


The Greek Gods_ Family Tree - a larger version

Group members may bring craft supplies in to class to work on posters. Groups doing a PowerPoint presentation may use a library computer to do their presentation. Be sure to let Mrs. Sheppard know if you need to do this IN ADVANCE, because it takes awhile to get a computer reserved. One group at a time may use the class computer for a PowerPoint presentation. Groups may also do a PowerPoint outside of class. If a group does not have any supplies, get with Mrs. Sheppard. She has some small poster paper and some markers and pencils for students to use.

Journal entry for today:

1.     What I have done today in class

2.     What I have learned today in class

We will have 10 minutes of SSR (Sustained Silent Reading) today to complete reading of the textbook and/or the assigned novel today.

Day Six of Antigone Unit: Game Day

The decorated notebooks are due tomorrow. Students who do not have a notebook by today may get one from Mrs. Sheppard if she has any extras. (She will check with the office to see if any extras are in the school). Decoration materials will be available today in class for people who have not completed this assignment.

Understanding Antigone and other Literature better

Today we will learn about the Freytag pyramid and how to better understand a story or play.

PowerPoint Presentation on Plot Structure


(15 minutes: we will explain and take questions)

Plot diagram interactive lesson. This can be done with a group, if there is time.

This includes a Freytag Pyramid you can fill in:


(We will spend 15 minutes in the computer lab for this if there is time) Students can do this at home if they want to, to understand Plot Diagrams better.

Where would the elements of Antigone go on the Freytag Pyramid? The class will help put the story into its elements.

Students will take notes on Plot Structure to be turned in at the end of class.

Collect notes

(2 minutes)

We play some Greek games on the ActivBoard. Each group selects somebody to represent their group.

We score each group and learn about Greek gods and goddesses.

Flash Tour of Greek Gods and Goddesses.

Learn with games from Australia.


(20 minutes)

We will now play a Vocabulary game with two teams, divided up with 3 groups on each side. The words will be the words we have studied in class. The winning teams will get 5 extra credit points each. Each team will have a flyswatter and hit the correct word on the sheet before the other team. Teams may help each other but may not talk aloud. Team members may whisper the answer to the person who holds the fly swatter. Team members switch being the person with the flyswatter for every word.

(20 minutes)

Decoration of Folders and SSR for other people

(30 minutes) Students may work on their individual project(s) during this time either in class or in the library with a filled-out Library Slip.

Quiz study sheet given out today for Friday’s quiz on the last part of Antigone, vocabulary, the Freytag Pyramid.

Day Seven of Antigone Unit

We judge folders today. Each student will go up to the front of the room and show off their decorated folder, explaining how the cover was decorated and showing the inside of the folder as well. Other students will grade each folder using a Folder Rubric.

(20 minutes)

Students will hand in their rubrics to Mrs. Sheppard putting their name and block number on each one, along with the name of the student they are judging.

We will work in groups at the library today, either on the computer or researching using book resources at the library and working at the library tables.

(One hour)

The final presentations for the Antigone Project are due starting next Friday.

Journal entry for today (5 minutes) – back in room or in library:

  1. What I did today
  2. What I learned from what I did today

HOMEWORK: Students should have divided up the work for Friday today at the library. Students will do their group work as homework this week, as well as their work on their Extra Credit Individual Ancient Greece project.

SSR: If there is extra time today, students will read their novel in SSR (Sustained Silent Reading) time.

Day Eight of Antigone Unit


We learn about writing our own Creative Myth story. We will be using a rubric from Mrs. Townsend about this.

Students will have their pictures taken for the Word Activity today. These pictures will go up on the wall next week.

Students will present their Word Scavenger Hunt words today. Each group will show what they got done and explain each word. This will be a graded activity.

(45 minutes)

Question: What is a Creative Myth?

We start writing our Creative Myth.

We meet in groups for the second half of class to continue working on the group project. Group members may bring craft supplies in to class to work on posters. Groups doing a PowerPoint presentation may use a library computer to do their presentation. Be sure to let Mrs. Sheppard know if you need to do this IN ADVANCE, because it takes awhile to get a computer reserved. One group at a time may use the class computer for a PowerPoint presentation. Groups may also do a PowerPoint outside of class. We will have another group time for this project next Monday. Groups may meet outside of class or communicate via phone, etc.

Day Nine of Antigone Unit

Mrs. Sheppard is at WKU today.

Quiz on the last part of Antigone, more vocabulary words, and the Freytag Pyramid.

(20 minutes)

The Creative Myth – more writing the Creative Myth by Mrs. Townsend.

(15 minutes – 30 minutes)

Examples of Creative Myths written by students

Examples of modern day myths

What is an Urban Legend? – examples – website?

Mythology of different cultures

Do people in the United States share the same myth stories?

Native American myths

Grammar Lesson – Starting the Personal Growth Plan – go over rubric

Groups work on project for last part of the period in groups.

(30 minutes)

Journal writing: What did I do today in class?

What did I learn today in class?

SSR – Sustained silent Reading. Students should have their first novel completed, and first Book Report done. Start of second novel.

HOMEWORK: Your assigned work on the group project.

Monday, Feb. 6th - Day Ten of Antigone Unit

Further work on Group and Individual Projects. We go to library during class for half the class if we can to work on Group or Individual Projects.

Creative Myth project


We watch part One of Antigone movie.

Start of Unit Three

Tuesday, Feb. 7th - Day Eleven of Antigone Unit

We watch part Two of Antigone movie.

Further work on group projects.

Discovering the Creative Myth

SSR - bring your novel

Unit Three

Wednesday, Feb. 8th - Day Twelve of Antigone Unit

We watch part three of Antigone movie.

Further work on group projects.

HOMEWORK: FINISH UP GROUP AND INDIVIDUAL PROJECTS on Ancient Greece. Students wishing to bring a recipe from ancient Greece for extra credit may do so. Please OK any food recipes with Mrs. Sheppard before making them. Students may also bring a drink from ancient Greece. Please OK ingredients with Mrs. Sheppard for this as well.

Creative Myth

Unit 3

Thursday, Feb. 9th - Day Thirteen of Antigone Unit

Second-to-last day of Unit

We finish Antigone movie.

Final work on group and individual projects. Some students may research in the library. Library passes needed.

Writing The Creative Myth - Mrs. Townsend

Unit 3 - start of New Unit

Friday, Feb. 10th: Day Fourteen of Antigone Unit

Presentations about Ancient Greece and other topics relating to Antigone. Any other presentations that are not finished may be done on Monday.

Group and individual projects are shown in class.

The class grades with rubrics

We have end-of-unit Celebration

Students bring drinks, food from time of ancient Greece for extra credit. All students need to bring a copy of the recipe to class to share with the other students (one copy per student, may be small size).

Possible Greek games on the Activboard

Possible Greek music from a group activity.

Unit #4: plus HOMEWORK from Unit 4.

Culminating Comments – each students writes what they liked about the Unit on Antigone, and what they would like to change for next time. These comments go to Mrs. Sheppard so she can improve the Unit and see what everyone liked best.

c. 2006 Betsy Sheppard for student teaching Spring 2006


What did I do in class today?


What did I learn in class today?






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