World Literature, Quarter 1, Unit 2 of 3 Greek Drama. Overview. (1 day = minutes)

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1 World Literature, Quarter 1, Unit 2 of 3 Greek Drama Overall days: 15 (1 day = minutes) Overview Purpose The purpose of this unit is for students to read and analyze the traditional Greek drama Oedipus Rex. Students will begin by exploring the historical context of Oedipus Rex and continue with a full interpretation of the work, examining author s use of language and literary devices, structure and staging, character, conflict, action, and author s purpose. Content to be learned Develop initial understanding of elements of literary texts. Analyze and interpret literary elements within a text. Make and support judgments about literary texts. Present a dramatic scene orally. Processes to be learned and used Sequence major events and make predictions. Make inferences from elements within a text and explain how the narrator s point of view and author s style, purpose, or tone is evident within the text. Assert an interpretive claim in the form of a thesis. Incorporate strategies of address during performance of a scene. Essential questions students should be able to answer by end of unit Is it always better to know the truth, no matter the consequences? Do we control our own destiny, or are we bound by fate? Should we visit the sins of the parents on children? Is seeing believing? Providence Public Schools, in collaboration with the D-9

2 World Literature, Quarter 1, Unit 2 Greek Drama (15 days) Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Key Ideas and Details RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Writing Text Types and Purposes W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. D-10 Providence Public Schools, in collaboration with the

3 Greek Drama (15 days) World Literature, Quarter 1, Unit 2 d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing W Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. *This standard needs to be addressed at least once per year, preferably once per quarter. Speaking and Listening Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Presentation of Knowledge and Ideas SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated and appropriate. Notes, Clarifications, and Prerequisites Explaining that a narrator s tone in a text has an effect on the interpretation of the work will be studied in this unit. The staging and reaction of the chorus throughout Oedipus Rex, for example, set a tone that is carried throughout the play and have an effect on the viewer s or reader s interpretation of the action. The following writing standard is to be covered at least once per year and preferably once per quarter as technology access allows. Providence Public Schools, in collaboration with the D-11

4 World Literature, Quarter 1, Unit 2 Greek Drama (15 days) W Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Taught Curriculum Learning Objectives Identify and discuss the literary devices of hubris, irony, and fate. Discuss the historical context of Oedipus Rex. Demonstrate understanding of the structure and staging of Greek drama, taking into account the narrator s point of view and tone. Analyze the complexity of the characters, conflicts, action, and author s purpose in Oedipus Rex. Interpret a scene from Oedipus Rex and present it in a manner appropriate to purpose, audience, and task. Draw conclusions about the author s choice of language and use of devices in selected texts. Distinguish fact from opinion in an informational text. Resources World Literature, Glencoe McGraw-Hill, Teacher s Edition, 2009 Unit 2 Teaching Resources (pp , 77, 90, 103, 117) Oedipus Rex (pp ) All the Right Questions (p. 342) Course 4, Glencoe McGraw-Hill, Unit 2 Teaching Resources (pp ) Listening Library Sourcebook Instructional Considerations Key Vocabulary hubris irony (situational, dramatic, verbal) parallelism Vocabulary from the Unit Texts catharsis foreboding clairvoyant gallantly commiserate gauge consummation hamartia denounce incredulous destiny liable dire manifold fate oblivion prophesy sanctimonious sullen tangible three unities versatility D-12 Providence Public Schools, in collaboration with the

5 Greek Drama (15 days) World Literature, Quarter 1, Unit 2 Planning and Instructional Delivery Considerations The purpose of this unit is for students to read and analyze the traditional Greek drama Oedipus Rex. Students will begin by exploring the historical context of Oedipus Rex and continue with a full interpretation of the work, examining author s use of language and literary devices, structure and staging, character, conflict, action, and author s purpose. BEGINNING of the unit (approximately 1 day) Introduce the unit, Learning Objectives, and Essential Questions. Clarify background knowledge: Introduce historical context of Oedipus Rex. When reading the article All the Right Questions, preview it by highlighting text structures (title, deck, excerpted quote) and predict what the article will be about. Students should practice the reading strategy on page 342, distinguishing fact from opinion. Use choral readings, read alouds, and dramatic performance in teaching Oedipus Rex to prepare students for the summative assessment. If approved, show short film clips that demonstrate the use of the Greek Chorus concept. Films that make use of this concept include Oedipus Rex, Mighty Aphrodite, Mamma Mia, and Disney s Hercules. MIDDLE of the unit (approximately 10 days) Provide support to students as they read and discuss the remaining selections from the Glencoe textbook: Before students read the play, have them independently generate questions about the existence of fate or destiny in a person s life. During reading, have students independently generate questions about whether a person can escape fate. After reading, use a Think-Pair-Share to have students share their responses and discuss whether Sophocles is criticizing or supporting the idea of fate governing one s life. For differentiated instruction, use the Unit 2 Teaching Resources listed in the Resources section above. Students should keep track of literary elements in each part as they read the play. Part 1: Big Idea: Tragic Vision; Literary Element: Chorus; Reading Strategy: Clarify Background Knowledge Part 2: Literary Elements: Tragedy and Tragic Flaw (pride/hubris); Reading Strategy: Analyze Argument Part 3: Literary Element: Irony; Reading Strategy: Synthesize (detail + detail = synthesis) Choose from the following activities to scaffold student performances: Perform a visual interpretation (p. 264), present an oral interpretation ( Readers Theater, p. 284), storytelling (p. 294), body language (p. 297), designing a mask (p. 309). For vocabulary strategies, see page 251 (index cards) in the Teacher Edition. Continually reference and discuss the Essential Questions. Providence Public Schools, in collaboration with the D-13

6 World Literature, Quarter 1, Unit 2 Greek Drama (15 days) END of the unit (approximately 5 days) Revisit the Essential Questions. Take time for students to review the index cards and journal notes they have taken during the reading of the play. Students will use these to complete their director s notebook for the summative assessment. Formative Assessments Assessed Curriculum After reading All the Right Questions, students should conduct a quick Socratic-style discussion in the spirit of the questions in the article. Students could be assigned to write three discussion questions prior to the discussion. As students read, they should keep a series of index cards noting: Lines from the play (from one character) Paraphrases of lines from the play Tone Interpretation of meaning Literary elements used Summative Assessment Have students choose a scene from Oedipus Rex and select five sets of lines from it to annotate using their journal entries and index cards. Students will annotate each set of lines they chose, explaining how the lines should be interpreted. Students will then perform the scene using the eleven strategies for address, which should make evident the interpretations they assigned to the lines. Each student will write/keep a director s notebook for the scene he/she selects to perform. The notebook should have columns for: Lines from the play (from one character) Paraphrase Tone Interpretation of meaning Literary elements Teachers should use the rubric in the ninth grade Unit 2 Teaching Resources (p. 238). D-14 Providence Public Schools, in collaboration with the

7 Greek Drama (15 days) World Literature, Quarter 1, Unit 2 Notes Providence Public Schools, in collaboration with the D-15

8 World Literature, Quarter 1, Unit 2 Greek Drama (15 days) D-16 Providence Public Schools, in collaboration with the

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