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Monday, 2-3-06 ­ Day 7, Antigone Unit ­ HANDOUT



#1 ­ ANTIGONE EXERCISE (quiz) ­ We took the quiz today.


Notetaking Day.


Something fun: can the class pass the Harry Potter Greek Mythology Quiz? Let’s try it. (I got an 80% last night when I took it...)




Our final test on Antigone will be this Thursday.


Hand out Antigone Test Study Sheet.


Group presentations will begin in two weeks. The first presentations will be Friday 2-17 (2) and continue on Monday 2-20 (2) and Tuesday 2-21 (1 or 2).


1.   One Test preparation handout.


On ActivBoard: Copyright and Plagiarism ­ how you can know what they are:



A reminder about plagiarism. What is plagiarism? Discussion. How not to plagiarize:

1.   Do not use others’ words as your own.

2.   Document your work.

3.   Use copyright-free images. (see the class website for links to these).

4.   When doing book reports, always do your own work.

5.   When doing reports, use sources for information, not for your whole report. You will write your own report or slideshow. Reports must be written in your own words, not copied verbatim (word for word) from another source.

6.   (same as 2): Document your work. Make a bibliography.


SHOW PLAGIARISM WEB PAGE if there is time.



Reports ­ use different kinds of sources. (see your handout).


#2 ­ We read pages 694 ­ 698 in book (through the end  of Antigone). 6th block has already read to the end. We may read in class OR as homework.


(Block 4 ­ PowerPoint presentation ­ Greek theatre.ppt #1, #2 if time allows). MidPlot Structure.pps (The Freytag Pyramid)


(Block 6 ­ PowerPoint presentation -  MidPlot Structure.ppt #2 if time allows) The Freytag Pyramid.








(We did in groups if there was 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?


7.              What lesson(s) do you think that Sophocles was trying to give in this story?


• OTHER VOCABULARY ­  we do in class today and tomorrow.


• GREEK NAMES VOCABULARY: Pluto, Niobe, Maenad, Athena ­ look up and write down who these Greek Gods or Mortals were.


 READING was: 694 through 698 in course textbook.





Bellwork was:


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


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


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


We read from Antigone for 20 min. to 1/2 hour if we did not do it on Thursday.


IF TIME: Vocab cards in groups ­ put up on chalkboard. We play the Vocab Game today or tomorrow. WORDS TO USE: see below.


Each group makes up 4  8 1/2 x 11 word sheets. Each group member makes a card with the word and a drawing of the definition from this word list:








Tragedy (Greek vs. Modern)

Sultry (hot)

Mt. Olympus










Pluto (the Greek   god)






rash (adj)

Tragic  Flaw/



Theme (in

 literature or

 a play)




Groups will share their findings with the class.

 We will put the vocab words on the chalkboard (tape them up) to make a game for today or tomorrow.  Assigned groups will discuss the Study Questions in groups and we will discuss different answers if time permits.




Tuesday, 2-4-07 Day 8, Antigone Unit ­ HANDOUT


Note-taking Day. We review how to take good notes. I show an example on the board.


See links on How to Take Good Notes. Possible ActiveBoard demo.


HANDOUT: Parent TV Viewing Permission Slip.



We will have a journal entry today at the end of class.


Also: we will be reading our novels using our Hip Slips, time permitting.


Today: PowerPoint on the Freytag Pyramid if not seen yesterday.


Students draw the Freytag pyramid in their notes.


Students get in groups to make a Freytag Pyramid about the play, Antigone, and answer these questions: (from Read-Write-Think Literary Elements lesson plan)


1.   What did Sophocles need to explain to the audience in the exposition (before the play started)?

2.   What inciting event causes the action to rise?

3.   Where does the play Antigone peak? Is there a clear climax to the play?

4.   Which events lead up to the conclusion?

5.   How is the story resolved?

6.   What does your group think will happen afterward?

7.   Do the groups have the same parts labeled and/or the same answers? We discuss.


Each group gets to answer the questions and discuss with the class. Do we have different answers to the questions?


Antigone and Ancient Greece


Antigone is an example of an Ancient Greek classic play.


We will talk about Ancient Greece and what important things that the people of Ancient Greece handed down to modern civilization, such as:


1.   Greek Architecture ­ the Parthenon in Nashville ­ has anyone seen this?

Are homes built with Greek columns today? How about Capital buildings? How about the Lincoln Monument?

2.   The Greek Democratic Ideal ­ are we a true Democracy in the U.S.? Why or why not? Was Greece a “true” democracy? Women and slaves could not vote.

3.   Literature and Plays ­ the most famous ones today? Are they like or unlike the ancient Greek plays? Can a movie adaptation be a play? Why or why not?

4.   The Greek Theater ­ 1-3 characters, a chorus, a lesson at the end. How is this alike or different from theater or movies today? Do modern plays sometimes have a moral? Can you think of one that is like Antigone?

5.   The Olympics ­ similarities and differences between ancient Greek Olympics and modern Olympics? Greek Olympics = men only ­ athletes honored highly. Are they honored highly today?

6.   Philosophy ­ great philosophers of Ancient Greece include Sophocles. Who is a great philosopher today?

7.   Mathematics ­ great mathematicians existed in Ancient Greece also. Who were some great mathematicians? Scientists? Artists of ancient days? This would be a good topic to research.

Why don’t we have all the ancient Greek plays to look at today? The burning of the Library at Alexandia is one reason, antiquity is another, plus the Dark Ages didn’t help  ­ but on the hopeful side, new discoveries about Ancient Greece are still being made today.


Possible PowerPoint presentation “Ancient Greece and the World Today”.


Ancient Greek mythology ­ we will study this in the coming days, and students will make their own Creative Myth.


We make the Vocab Game Board and put it on the chalkboard. Groups play the Vocab Game.


I read definitions, groups vie to be the winners.


We play the Vocab Game if time.


I read a Myth Story from Ancient Greece today if there is time.


We read our novels using Hip Slips today.


Journal entry: What did I do today? What did I learn from what I have done?


HOMEWORK: We take home the Parent TV Permission slip today.


Name of TV Show                        Your Name

or book                          Date/Day of Unit

                                    Your class Block #


Exposition: the show began as Lucy remembered all the times she had been best friends with John.


Complication: John seems to have a new best friend.


Rising Action: Lucy starts to question everything she does. She doesn’t know if John will ask her to the dance.


Climax: The moment comes when John seems to be asking her to the dance. He walks up to Lucy and she holds her breath.


Falling Action: John does not ask her to the dance, because he has to bring his “new best friend” there, but he explains that the “new best friend” is really his step-brother Sammy. Lucy is really happy that she and John can be best friends again. Lucy goes to the dance by herself and meets John there. She has a great time.


Denouement: Lucy’s sister asks her about the dance, and Lucy makes a joke about it.



Each student will watch 1/2 hour of TV or

select a story that they know and will make

 a Freytag Pyramid about it, writing at least

three paragraphs about the story or show,

then labeling the parts of the story or show

where they occur in the story.



















Wednesday, 2-4-07 Day 9, Antigone Unit ­ HANDOUT.



Reminder: Antigone Unit Test will be tomorrow. Use your Study Sheet to study for it. You should already have this.


Students hand in their homework, which was to make a Freytag Pyramid about a story or TV show.


We are starting on the Mythology and Creative Myth Unit today.


Groups will be meeting for 1/2 hour here in the classroom to discuss their Antigone Projects and use their checkoff sheets.


Checkoff sheets available: 3 different, depending on the group project. (PowerPoint, etc.)


Mythology Group Project ­ 1/2 hour


We have learned some about Greek Mythology. Now we will go more in depth into myths from different cultures, and then you will write a Creative Myth. You may also illustrate your Creative Myth if you want.


Myths: Explained the unexplainable


Can be from antiquity ­ told around the campfire.


Do we have modern myths? How about superheroes? What about comic book heroes?


The Fatal Flaw/Hamartia ­ hubris ­ Greek heroes vs. modern heroes.


What do we know about myths? Know ­ Want to Know ­ Learned KWL


1.   Myths to show on the Activboard ­ Myths online.html


Myth to read from book?


Questions for groups: What is the difference between a myth and a fable?

What is a myth?

Can a myth be something that is true?

Does a myth always have a lesson to be learned at the end of it?

What is a folktale? Is it the same as  a myth?


Groups will look up definitions of:

1.   Myth

2.   Folktale

3.   Fable


and write three questions they would like answered by the class.



2nd half of class: We will see part of the movie, Antigone for 1/2 hour. Background: This movie was made in

__________ in the year________.



Homework question:


1. Was the movie, Antigone, like you expected?


2.   Were there things you noticed in the movie that you didn’t notice in the play we read?



Thursday, 2-6-07 Day 10, Antigone Unit ­ HANDOUT


We take the Test on Antigone today.


We hand out the Creative Myth rubric.


(20-30 min.)


I read two more myth stories today, if time permits OR continue with more online myth stories from an online source.

(15 minutes)



Groups write a Group Myth ­ explaining something unexplainable. Each group reads their myth out loud for the class. One person is chosen to be the Scribe and write down the group’s ideas. We will share each group’s ideas and rough draft of the story with the class afterwards. This story does not need to be perfect. It is just to be a rough draft of a story to be used as an example of a Myth Story. Groups will brainstorm ideas for this story. 1/2 hour.



We will be working on the Creative Myth story at home and in class, using a Writer’s Group format. Each person will come up with an original story idea.


The Writer’s Group


Question: What is a Writer’s Group?


A Writer’s Group is a group of writers dedicated to helping each other do the best job they can on their writing. Group members will help each other on their editing later on.


The first step we will do on this story is to write a rough draft. We will have until next Monday to come up with a rough draft of your Creative Myth.


1/2 Hour: We will continue watching the movie, Antigone today.





Homework Assignment: Students will start working on a Creative individual myth story. Each person will come up with 3 different story ideas for tomorrow and hand in a copy of these story ideas.


Homework questions about the Antigone movie:


1.   Do you think that the director and actors are doing a good job on this movie? Why or why not?


2.   Do you think that this story could be remade into a modern story?


Why or why not?








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