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Monday, 1-30-06 ­ Day 3, Antigone Unit ­ Student copy

 

 

Bellwork:

 

• Journal writing on a blank sheet of paper to hand in (10 minutes):

 

1)        What do you think will happen next in the play, Antigone, and why?

 

2) What character do you identify most with in Antigone, and why? 

 

 

 

 

 

 

• Hand in bellwork to Mrs. Sheppard.

 

 

 

TOWNSEND’S

BEHAVIOR

CONTRACT

 

Please take notes on this Behavior Contract.

 

I understand that I must...

 

• Always have a backup copy of any piece of formal writing handed in to my teacher, especially those entries that are potential portfolio or SWAMP Project pieces. Some English teachers will process literally thousands of student pieces per year. (At times, a few of those pieces may be inadvertently clipped to another student’s paper.

 

• Be in my seat when the bell rings, or I shall be counted tardy.

 

• Not blurt out, laugh out, etc. when the teacher is in lecture mode. If I have a burning comment or question, I shall simply jot it down and wait until the appropriate time to voice it to avoid being disruptive.

 

• Bring pen, pencil, paper and book that we are using to class each day.

 

• Keep my journal current and in the room at all times.

 

• Not whisper, talk, or pass objects around the room during High Intensity Reading practice or when the teacher is talking.

 

• Not talk during intercom morning and afternoon announcements.

 

• Not do anything illegal (including forbidden district and school activities).

 

• Not talk when the teacher goes to the door to answer the urgent call of another adult.

 

• Stay off the floor (including going to the pencil sharpener) unless I get permission from the teacher.

 

• Raise my hand to ask questions, answer questions, and make comments to teacher and fellow students when the class is seated in the formal arrangement. The teacher will verbally recognize me by calling my name or pointing specifically to me.

 

 • Not talk back to the teacher.

 

ALSO, I HAVE A FEW ADDITIONS:

 

I also understand that I must:

 

• Work cooperatively and helpfully only with my assigned group members on homework. My group area will be located well away from other groups.

 

• Divide class homework between group members if others in my group decide to do so. I may also choose to work independently on class homework.

 

• I understand that I will be filling out a Group Rubric on every group member at the end of this Unit. This evaluation may reflect on my grade if my group members feel that I did not contribute equally to the benefit of all group members.

 

• (I will) Not combine or form new groups, or change assigned group members without the teacher’s permission. I understand that cooperative group work is a privilege and not a right.

 

• (I will) Treat every person in this classroom with dignity and respect.

 

I understand that I will not receive any warnings other than this contract for stated infractions. (Look it up.)

 

Rewards for no infractions listed at the end of the quarter:

 

I shall be able to reduce the number of books I read by one for the grade, which I am attempting. I shall receive (10) extra credit points added into my raw points at the end of the quarter.

 

Penalties for infractions

 

After school conference/agreement, detention, ALC, or suspension...depending on the nature and severity of the offense.

 

Note: the teacher will be available for comments and private and personal concerns between each class and immediately after school.

 

 

 

 

Please hand in your notes you just took about this Behavior Contract. Thank you.

 

 

 

 

Hand out Antigone Binder Rubric.

 

 

 

 

 

 

 

Antigone reading

in class.

p. 682-684

 

 

 

 

 

Binder Decoration:

Students may now use class time to decorate

their Antigone Binders.

 

SSRW

(Sustained Silent Reading and Writing)

 

Students who have their Antigone Binder already decorated may work ahead on their homework.

 

 

HOMEWORK: (due Tuesday)

 

• VOCABULARY ­ vengeance, vile, compulsive, passionate, transcend, embers, ancient.

 

THREE QUESTIONS:

 

You will make these questions up about today’s reading and bring these in tomorrow folded to put in a box.

 

 READING: Book: 682 through 684 in course textbook.

 

STUDY GUIDE QUESTIONS:

 

1. Why do you think that King Creon will not listen to his son or take his advice?

 

2. Do you think that there are people today in power that act this way? (Do not listen to other people who are trying to give them advice)...

 

Who are these people, in your opinion?

 

What reason or reasons do you think these people give to themselves or others for their not listening to or ignoring others?

 

 

3.   The chorus on page 682  in the text seems to think that there is a curse upon Antigone’s family. Is this true? What started this curse?

 

4.   Are there people today in the world that believe that certain people or families are “cursed” or marked for misfortune?

 

 Do you believe many people still have this belief?

 

Tuesday, 1-31-06 ­ Day 4, Antigone Unit ­ Student copy

 

 

Bellwork:

 

• Journal writing on a blank sheet of paper to hand in (10 minutes):

 

3)        What do you think will happen next in the play, Antigone, and why?

 

4)  What three questions would you like answered about the play, Antigone?

 

 

 

 

 

 

• Hand in bellwork and completed homework to Mrs. Sheppard.

 

 

 

 

 

 

 

 

 

 

We collect questions and read them, answering them in class if possible.

 

 

File written by Adobe Photoshop® 4.0

 

Antigone

exercise

 

We will be using three of the class questions we went over today. I read questions and students write answers and hand them in.

(15 m.)

 

 

 

 

Binder Decoration:

Students may now use class time to decorate

their Antigone Binders.

 

SSRW

(Sustained Silent Reading and Writing)

 

Students who have their Antigone Binder already decorated may work ahead on their homework.

 

 

HOMEWORK:

 

• VOCABULARY ­ deference, attentive, subordinate, dutiful, contempt, obedience, malicious, anarchy (same word, different form).

 

 

 READING: Book: 684 through 686 in course textbook.

 

STUDY GUIDE QUESTIONS:

 

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”...)

 

2.            Why does Creon believe he must punish Antigone for her deed?

 

3.            Do you think that Haimon does a good job of trying to convince his father to change his mind about Antigone’s punishment? Why or why not? Could he done better?

 

Wednesday, 2-1-06 ­ Day 5, Antigone Unit ­ Student copy

 

 

Bellwork:

 

• Journal writing on a blank sheet of paper to hand in (10 minutes):

 

5)        What do you think will happen next in the play, Antigone, and why?

 

2) Do you think that this experience will change Ismene in any way? How do you think that she be different because of all the things that have happened so far to her and to her sister, Antigone?

 

 

 

 

 

• Hand in bellwork and completed homework and questions to Mrs. Sheppard.

 

 

 

 

 

 

 

LIBRARY DAY ­

We will type all remaining work  (poetry, memoir) in the library today for 1/2 hour.

 

Students who have their typing work done may work ahead on their homework or

read in SSR time.

 

 

Remaining time in class:

groups choose project.

 

 

Student Group Project

File written by Adobe Photoshop® 4.0

Students pick up the Project Choice handout, the

Collaborative Skills Rubric handout

and the

Antigone Group rubric handout.

(3 handouts)

 

Groups have a choice of many different group projects.

 

Signup sheet ­ first come, first served. You can sign up today or tomorrow for your project.

 

CHOICES:

 

Dramatic Project

Cooking Project

Dance and Costume

Music

History

Sophocles and the Playwrights of Ancient Greece

Elements of a Tragedy

Gods and Godesses of Ancient Greece

History of Greece

Personal or Group Choice Project

 

TODAY: Students choose a Group Project to be due in two weeks (by Friday, 2-17).  Groups sign up on sheet of paper.

 

Individuals may also sign up for an Individual Extra Credit project.

 

Only one group per subject, only one individual per subject.

 

REMINDER: Binders will be decorated and will be judged Friday using a rubric.

 

Also: Antigone Vocabulary Exercise is Friday.

 

File written by Adobe Photoshop® 4.0

 

 

Groups meet to choose a group project.

 

 

File written by Adobe Photoshop® 4.0

 

 

We will go to the library tomorrow to get books and/or start computer work.

 

 

 

HOMEWORK:

 

• VOCABULARY ­ slacken, justice, proposes, trample, perverse, raving.

 

 READING: Book: 686 through 690 in course textbook.

 

STUDY GUIDE QUESTIONS:

 

4.            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.

 

2. Why doesn’t Creon consider that he might be wrong and his son might be right?

 

 


Thursday, 2-2-06 ­ Day 6, Antigone Unit ­ Student copy

 

 

Bellwork:

 

• Journal writing on a blank sheet of paper to hand in (10 minutes):

 

6)        Did you expect King Creon to change his mind when his son talked to him? Why or why not?

 

2) What will Ismene do now?

 

 

 

 

 

• Hand in bellwork and completed homework to Mrs. Sheppard.

 

 

 

REMINDER: Antigone Vocabulary Exercise and Binder Judging Day is tomorrow.

Review vocabulary.

 

 

 

We read out loud from Antigone today.

 

690-694 in class book.

15 m. to 1/2 hr.

 

 

 

 

 

 

 

 

 

 

LIBRARY DAY ­

We will start our group projects in the library today for 1/2 hour. Students may work online or research using other library resources.

 

Back in room:

PowerPoint Presentation.

File written by Adobe Photoshop® 4.0

 

HOMEWORK:

 

• VOCABULARY ­ slacken, justice, proposes, trample, perverse, raving.

 

 READING: Book: 690 through 694 in course textbook.

 

STUDY GUIDE QUESTIONS:

 

1.     Do you think that Antigone felt that she had made a big mistake? Why or why not?

 

2.     Why did Creon say that his hands will be “clean” after taking Antigone to the vault or tomb?

 

3.     Why does Tiresius come to see Creon?

 

4.     Why does Creon treat Tiresias with a lack of respect?

 

5.     Creon finally allows Tiresias’ words to affect him. Why does he finally change his mind and decide to honor the laws of the gods?

 

 

 

 

 

Monday, 2-5-06 ­ Day 7, Antigone Unit ­ Student copy

 

 

Bellwork:

 

• Journal writing on a blank sheet of paper to hand in (10 minutes):

 

7)        What do you think will happen next in this play?

 

8)        What do you think the common people of the city would like to happen?

 

 

 

 

 

 

• Hand in bellwork and completed homework to Mrs. Sheppard.

 

 

We read from

Antigone

 

for 20 min. to 1/2 hour.

 

 

 

LIBRARY DAY ­

We will continue our group projects in the library today during the second half of the period (for 20 minutes to 1/2 hour). Students may work online, check out books, or research using other library resources.

 

 

HOMEWORK:

 

• VOCABULARY ­ what words from this reading do you think should be added to the vocabulary list?

 

Please bring 5 with you to class tomorrow, and include definitions.

 

 READING: Book: 694 through 698 in course textbook.

 

STUDY GUIDE QUESTIONS:

 

(do together in your groups if there is time:)

 

1.     Why does the Choragos talk about the gods on page 694?

 

2.     Why does Creon say “The pains that men will take to come to pain”?

 

3.     Why do you think that Antigone took the action that she did?

 

4.     Why did Haimon do what he did?

 

5.     Why did the Queen do what she did?

 

6.     According to the author and the audience of the time, why do you think that these events happened to Antigone, Haimon, the Queen, and Creon?

 

We will discuss these questions AND your questions you handed in next week in class.

 

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