The most common way
people give up their
power is by thinking
they don’t have any.
Alice Walker
Gildo Rey Pen Pals
Fifth Period
Sixth Period
Heather
Matt
Justin
Reo*
Emma
Matthew
Maritza
Cierra
Jessica
Saveal
Andrew
Sam
Cameron
Mikaela
Chuckie
Yahir
Chris
Trey
Kymoni
Angela
Kassidy
Julia
Raelene, Maddy
Myra, Jessica
Julian
Colton
Allie, Abby
Ray*
Emma M
Diana
Zephy
Adam
Raven
Darrel
Connor
Jade, Michael
Cheyenne
Josie
Reagan
Andy
Chelsea
Rachael
Nene
Ravdeep
Samantha
Auvionna
Madi
Cami
Troy
Danny
Matthew
Yuna
Alexis, Ashley
Areli, Alli
JennyRose
Sarah
Zainub
Julissa
Tyler
Josh
Regina
Madison
Lexi
Ricky*
Ali
Connor
Hi Honey, I’m home
•Only four words can be spoken: Hi Honey, I’m home.
•Actors will receive cards with those words and a brief scenario.
Each will make an entrance saying only the four words and using
appropriate gestures and movements to convey the situation.
•Actors should be aware of their face. Facials should reflect the
emotion of the scenario on the card and wear it during the
entrance.
•Keep your scenarios a secret from other students.
•You will watch each enactment and try to guess what the scenario
is by observing the actor’s movements and listening to his/her
voice.
1. Back on that Springboard grind:
get your books, sit with table groups
2. Page 276-278
Table
1st Character
2nd Character
3rd Character
1
Creon
Antigone
Ismene
2
Antigone
Ismene
Haemon
3
Ismene
Haemon
Chorus
4
Haemon
Chorus
Guard
5
Chorus
Guard
Oediups
6
Guard
Oedipus
Creon
7
Antigone
Oedipus
Chorus
March
th
20
Today’s objectives
3. Complete the charts for your table’s
Apply concepts of justice to a new text
Infer motives of characters and predict events of plot
three characters
Choose reading strategies for difficult text
Zeus
Poseidon
Heracles
Achilles
Odysseus
The Titans
Atlantis
Pegasus
Saturn
Hermione
Percy Jackson
Today’s objectives
Plan and deliver a presentation that contextualizes a drama
Clarify and identify characters and their relationships
Examine performance elements of Greek tragedy
March
st
21
▪ Four groups –one person from each table
▪ One category –Tragedy, Greek Theater, Sophocles, Antigone & Family
▪ One musical production that presents information from pages 279281 to the rest of the class.
▪ Songs may have familiar melody, but must have original lyrics.
▪ Songs should have at least two verses and chorus needs to repeat
three times.
▪ Think about how you are going to perform this for your peers
(a’capella, instruments, download instrumental), consider all roles
▪ Pick a song every one knows well
▪ Start with original lyric s and modify them as fits your needs.
▪ Performance start Monday.
Today’s objectives
Plan and deliver a presentation that contextualizes a drama
Clarify and identify characters and their relationships
Examine performance elements of Greek tragedy
March
th
25
▪ Musical Performances
▪ Jeopardy Review
▪ Jeopardy for fun?
▪ Start reading play
tomorrow –parts
preview
Today’s objectives
•If you get to a word you
don’t know, just do your
P5
best and keep going.
•Parts have been assigned,
Antigone
Identify and apply elements of Greek Theater
Analyze character
Recognize themes within a text
Allie
Ann-tig-o-knee
Regan
but can be switched if both
Ismene
Cierra
Iss-May-Nay
Josie
parties agree.
Creon
Danny
•First name is lead reader.
Second name is understudy.
•As you read, mark the text
for examples of
justice/injustice.
Cree-on
Matthew D
Eurydice
Josie
Your-a-duss
Angela
Haemon
Tommy
Hey-mon
Matthew P
Teiresias
Sarah
Tie-ree-see-us
Madison
Boy
Josh
Guard
Tyler
Zanub
Kassidy
Messenger
Samantha
Attendants
Ravdeep
Chorus
Abby
Chorus
Leader
Justin
Colton
Lexi
Jessica
Mikaela
March 25th
Today’s objectives
•If you get to a word you
don’t know, just do your
P6
Identify and apply elements of Greek Theater
Analyze character
Recognize themes within a text
best and keep going.
Raelene
•Parts have been assigned,
Antigone
Ann-tig-o-knee
Ali
but can be switched if both
Ismene
Jessica
Iss-May-Nay
Alexis
parties agree.
Creon
Alonso
•First name is lead reader.
Cree-on
Chris
Eurydice
Myra
Your-a-duss
Rachael
•As you read, mark the text
Haemon
Matthew
Hey-mon
Connor W
for examples of
Teiresias
Areli
Second name is understudy.
Tie-ree-see-us
justice/injustice.
Madison F
Boy
Sam
Andrew
Guard
Trey
Messenger
Michael
Attendants
Madison T
Chorus
Cami
Chorus
Leader
Emma M
Jade
Adam
Chelsea
Alli
Diana
March 25th
.
,
I know that.
Now, dear Ismene, my
own blood sister,
?
What is it?
-
Look-what’s Creon
doing with our two
brothers?
March 25th
Fold a paper into 8 squares
1.
2.
3.
4.
5.
6.
7.
8.
Ares p291
Zeus p291
Eros p310
Dionysus p314
Tantalus p311
Persephone p312
Phineus p315
Thebes p287
1.
2.
3.
4.
5.
6.
7.
8.
Intro
http://www.youtube.com/watch?v=HTIHbqo_wRw
Greek Chorus (Oedipus)
http://www.youtube.com/watch?v=BD8rmXwG9ZQ
Zero to Hero
http://www.youtube.com/watch?v=RRq7lLawQB4
National Theater (3:00)
http://www.youtube.com/watch?v=aSRLK7SogvE
Modern Interp of Chorus
http://www.youtube.com/watch?v=gtcZ7WIsKXs
Sweet treasure p287
Kings Decree p288
Hedge p294
Obdurate p300
Contravene p293
Denigrate p317
Hades p301 & Acheron p310
Strophe, Antistrophe, Epode p290 & 312
WORD
Definition
Symbol or Picture
Today’s objectives
Register for next year’s classes
Review Greek theater elements
Build vocabulary
March 31st
1. Finish reading Antigone
2. Creon’s Changing Character
pages 327-329 on vellum paper
3. Antigone in-class write tomorrow
4. Antigone exam (MC, T/F, matching, etc) Wednesday
5. Outside reading journal exchange
& conference prep Thursday BRING YOUR BOOK
6. Outside reading conferences Friday
Today’s objectives
Analyze and evaluate major characters
development
Create masks, an element of ancient Greek
theater
• Sit with your book group.
April 3, 2014
• Exchange double entry journals –don’t respond yet.
• We’ll go over roles for tomorrow. Each of you will have a
different task.
• You will move again to a groups with others who have the same
task. THIS is when you’ll respond to the journals.
• Mini Socratic seminars on your book tomorrow.
Discussion Leader: Your job is to develop a list of questions you think your group should discuss about the assigned
section of the book. Use your knowledge of levels of questions to create thought-provoking questions that encourage your
group to consider many ideas. Help your group explore important ideas and share their reactions. You will be in charge of
leading the group’s discussion.
Diction Detective: Your job is to be carefully examine the diction (word choice) in the novel. Search for words, phrases, and
passages that are especially descriptive, powerful, funny, thought-provoking, surprising, or even confusing. List the words or
phrases and explain why you selected them. Then, write your thoughts about why the author might have selected these words
or phrases. What is the author trying to say? How does the diction help the author achieve his or her purpose? What tone do
the words indicate?
Bridge Builder: Your job is to build bridges between the events of the book and other people, places, or events in school,
the community, or your own life. Look for connections between the text, yourself, other texts, and the world. Also, make
connections between what has happened before and what might happen as the narrative continues. Look for the characters’
internal and external conflicts and the way that these conflicts influence their actions.
Reporter: Your job is to identify and report on the key points of the reading. Make a list or write a summary that describes
how the writer develops the setting, plot, and characters in a section of the book. Consider how characters interact, major
events that occur, and shifts in the setting or the mood that seem significant. Share your report at the start of the conference
to help your group focus on key ideas presented in the reading. Like that of a newspaper reporter, your report must be
concise, yet thorough.
Artist: Your job is to create an illustration related to the reading. It can be a sketch, cartoon, diagram, flow chart, or other
depiction. You can choose to illustrate a scene, an idea, a symbol, or a character. Show your illustration to the group without
any explanation. Ask each group member to respond, either by making a comment or asking a question. After everyone has
responded, you may explain your illustration and answer any questions that have not been answered.